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SCIENTIFIC BASIS 



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DEMONSTRATED 



BY 



AN ANALYSIS Of 'I HE TEMPERAMENTS AND Ut PHRE> OLOGICAL 
FACTS, IN CONNECTION WITH MENTAL PHEN . MENA 
AND 'Hill OlFICE OF THE HOLY SPIRIT 
IN THE PROCESSES OF THE MIND : 



l\ A SERIES OF LETTERS. 



TO THE DEPARTMENT OF PUBLIC INSTRUCTION IN , THE 
CITY OF NEW YORK. 



BY JOHN HECKER 



LI BRARY OF C ONGRE SS, 

[SMITHSONIAN DEPOSIT. 1 



OUt YEA !.' OF 



^/tcift. [^ jp tf [ DAy p JULy 

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THE 



SCIENTIFIC BASIS 



OF 



DEMONSTRATED. 



BY 

AN ANALYSIS OF THE TEMPERAMENTS AND OF(fHEENOLOGICAL 
FACTS , IN CONNECTION WITH MENTAL PHENOMENA 
AND THE OFFICE OF THE HOLY SPIRIT 
IN THE PROCESSES OF THE MIND : 



IN A SERIES OF LETTERS, 



TO THE DEPARTMENT OF PUBLIC INSTRUCTION IN THE 
CITY OF NEW YORK, 



BY JOHN IIECKER 






NEW YORK : 

PUBLISHED BY THE AUTHOR, 50 RUTGERS ST. 

91st YEAR OF OUR INDEPENDENCE ON THE FOURTH DAY OF JULY, 
IN THE YEAR OF OUR LORD, 

MDCCCLXVIL 






Entered According to Act of Congress, in the year 1866, 

By John Hecker, 

In the Clerk's Office of the District Court of the United States for the 

Southern District of New York. 



INTRODUCTORY NOTE 



THE TEACHERS. 



As I lay these pages before you, the Teachers of the Public Schools of 
the city of New York, at the request of the Superintendent of Public In- 
struction, I feel that the suggestions which they contain will tend to pro- 
mote the cause of Education, chiefly by promoting the material self-in- 
terest of the teacher. 

So far as you are able to make practical application of the principles I 
discuss, they will tend to increase your ability, diminish your labor, con- 
duce to your actual success and professional advancement, and enhance 
your rewards. 

The peculiar power of the successful teacher consists in an ascendancy 
over the pupils' minds ; without such ascendancy he cannot succeed, how- 
ever great his learning, or however excellent his Intellectual system ; with 
it, he can succeed, though his attainments be limited and his system crude. 
For every teacher knows how to acquire the'knowledge he is to impart, 
and can conform to a prescribed system ; but how intelligently to open 
and hold the minds of the children so that they will take it in, — this is 
tbe difficulty. 

The object of the correspondence which is here laid before you, is to 
describe, with special reference to Education, the phenomena of human 
life as manifested in the physical organization, the functions of the senses, 
the consciousness of children, and the experience of the teacher ; so that 
the teacher may perceive the conditions upon which this intelligent ascen- 
dancy depends. 

The phenomena manifested in school children from about the age of 
seven years until that of about fifteen, should first be the especial study 
of the teacher. 

During this period, the child's mental life chiefly consists of that gen- 
eral organic sensibility connected with the healthy or unhealthy state of 
the bodily functions of demand and supply, which are necessarily para- 
mount in activity and importance at this growing period, and in the activ- 
ities of the desires of the mind under impressions made through the or- 
gans of special sense sight, hearing, feeling, (including both the sense 

of touch and of muscular exertion,) taste and smell, and the reaction of 
the mind, in perception, through these organs, 



iv INTRODUCTORY NOTE 

These qualities, which may be termed the sensuous susceptibilities of 
the mind, engross nearly all its activities during this period of growth ; 
and there is no other avenue by which the teacher can successfully ap- 
proach and control the children's minds. 

The accuracy, vividness, and strength of the mental perceptions which 
he arouses in their minds, will depend upon the vigor of the senses, and 
the skill with which he deals with them ; while the truthfulness, clearness, 
and permanence of the resulting benefits to be evolved in the higher pro- 
cesses of education will essentially depend in part upon the quality of these 
sensuous rudimental perceptions. 

The second stage of development nest demands the teacher's attention. 
As the characteristics of childhood merge in the desires of youth, the 
higher mental sensibilities and intellectual powers, which at first had only 
an incidental and secondary character, become more prominent by the 
long operation of the laws of bodily growth and mental development. The 
temperamental disposition and the mental character now begin to assume 
a settled form, and the teacher, though he must not disregard the desires 
of the sensuous conditions, is no longer dependent chiefly on them, but 
must obtain and wield his influence through temperamental and mental 
laws. 

But besides these changes in the course of development, every teacher 
observes the endless diversity of disposition and capacity in pupils of the 
same age, — diversities which constantly confuse his discipline and in- 
struction. 

Some children are more sensitive than others to their physical condi- 
tion and to external objects. This is the first point which the teacher 
should observe in examining a scholar, for it indicates the acuteness of 
the organs of special sense and of the general sensibility of the desires ; 
although the quality of these sensibilities varies according to the tempera- 
ment. 

Again, some children are mentally disposed, the nervous forces tending 
to activity in the cerebral hemispheres, and these are apt, or quick- 
minded; others are bodily disposed, the nervous forces being more en- 
grossed in the lower centres, giving a more gross or physical nature, and 
these are slow to learn. Both these qualities are manifested in the 
action of the senses. Some are unimpressible, but when impressed, re- 
tentive ; others volatile and incessantly diverted. These and similar 
general characteristics, which often become more and more developed 
with growth, depend on temperament. 

Again, some children have strong desires and propensities manifested 
in social gregariousness, in selfish interests, or in segregation and evil in- 
dulgences; some being high-spirited and proud, others sensitive and 
vain, others sensual and vicious. 

Other children are characterized more by intellectual qualities than by 
{'.•clings and desires, some being intelligent observers without much power 
of analysis in reasoning, some readily understanding the philosophy of a 



TO THE TEACHERS. v 

subject but not oasily acquiring the facta, and some with less knowledge, 
are more ingenious in giving structural form to their ideas. And, lastly, 
a small class of minds in childhood are characterized by moral rather than 
by intellectual or passional qualities. All these and other mental diver- 
sities are connected with the functions of the brain. 

All these differences of disposition and character, both Mental and ' 
Temperamental, are indicated by Physiological and Phronological pecu- 
liarities. They can be definitely analyzed and described ; and the teacher 
who will give the necessary attention to these external manifestations, 
and the subjective qualities indicated thereby, may learn to understand 
his own peculiar powers, and intelligently to observe the differences in his 
scholars, so as to adapt himself to them,and treat each as his nature requires. 

Some persons are gifted with such a degree of Physiologic and mental 
sensibility in sympathy with children, that they are by nature successful 
teachers, they know not why. But those who are not thus gifted may acquire 
much of the same power by attention to the conditions on which it depends. 

He who undertakes to teach children should first enquire whether he is 
gifted to do so by his own powers of speeial sense and his general organi- 
zation. If his senses, especially sight and hearing, are not quick and 
acute, and his mental sensibilities are not in sympathy with the peculiar 
sensuousness of childhood, he should either correct his , deficiency or ap- 
ply himself to the instruction of more advanced scholars. 

Efficient teaching of children in Primary schools depends less on culti- 
vated intellect and special knowledge than on the teacher's successful 
adaptation of himself to the sensuous nature of childhood. This is a fun- 
damental truth, which should be seriously considered by the Superin- 
tendents of our Public schools, in the selection ef teachers, and in train- 
ing in the Normal School. 

The Primary school teacher should prepare for the work of the school- 
room by studying and rehearsing his external methods, in signals, de- 
meanor, bearing, gesticulation, tone, address, and all visible and audible 
demonstrations, that ho may keep the senses of the children on the alert, 
and when he speaks, may touch the whole, like an electric battery. 

The senses act simultaneously, and may thus be said to reciprocate 
with each other through the deeiros of the passions, they being the com- 
mon centre of the Physiologic forces of the brain. From the recipro- 
cal influence of the senses, results the importance of exercising both 
sight and hearing together, as in music and in teaching with the black- 
board: and the same principle should be extended to the other senses 
as is already practised in what is called Object-teaching. While deal- 
ing with any one or more senses, the teacher should take care that all 
the other sensibilities are under conditions favorable to the impressions to 
be made, and therefore he must be as much alive in all the physical sen- 
sibilities as the children are; must have regard to their food, exercise, and 
repose, and, during the period of instruction, be constantly attentive to 
light, air, temperature, their bodily attitudes, and every physical want 



vi INTRODUCTORY NOTE 

Having by these means secured the sensuous and perceptive attention 
of the children, he must use this power faithfully and efficiently to awaken 
mental life ; he will fail of usefulness unless he wisely directs to mental 
functions the sensuous energies with which he is thus dealing. 

In order to secure affection, and call to his aid tho peculiar disposition 
of each, he must understand their temperamental characteristics, that is, 
the phase of the bodily or vegetative functions by which the brain is sup- 
ported and sustained. In order to develop harmoniously the mental pow- 
ers, to apply the instruction appropriate for minds of different cast, and 
qualify each for success in life, according to his or her capacity, and in or- 
der to understand the motives with which he has to deal, he must study 
the mental qualities manifested in physical organization. By this knowl- 
edge alone can he attain the conscious ability to modulate his disposition 
apd adapt his instructions as his task requires. 

Throughout the whole course he must intelligently enter into the feel- 
ings of desire which animate children and youth; and must suffer with 
them, and if possible suffer for them, that he may keep their sympathy. 

Love for a good mother lingers in a depraved mind long after other 
moral qualities have been abandoned ; tins results from what the mother 
has suffered with and for her children. If the teacher awakens the sen- 
sibilities of scholar's minds by some self-deoying suffering for them, he 
secures the most important condition of control, which is sensuous sym- 
pathy through the Perceptive faculties and Propensities; and by this 
means may begin to evoke a higher sympathy in those moral and Spiritual 
qualities which in children are immature, and on which, by reason of the 
sensuously engrossed state of the natural mind, tho teacher cannot rely. 

If punishment is to be applied, it should be administered sympatheti- 
cally. The mother's heart pleads for the boy, whatever he has done, and 
the teacher's heart should do the same. He must always be conscious 
that it is not in human nature to punish with absolute justice, and must, 
therefore deal in charity, and make his kindness manifest in the act of 
discipline, ever remembering that the child has a soul as well as intelli- 
gence to care for. 

The Physiologic and Phrenologic principles underlying the distinctions 
of character, and the sensuous and mental sympathies, I have briefly de- 
scribed, afford to the teacher the means of possessing the minds of his 
scholars in lively unison with his own. In this state of rapport, he may 
exercise their minds with whatever affects his own, and may impart in- 
struction with pleasure to himself and to them. A conscious realization 
of this knowledge and feeling will be a source of the greatest delight in 
his vocation. 

In the practical administration of discipline and instruction, we should 
never forget those truths originating in the Spiritual nature of man, which 
an inquiry into his organization and his history demonstrates, in which 
are found the ultimate object of all education, and in which alone the 
Readier can find tho power necessary for his repose. 



TO THE TEACHERS. trit 

As these letters have originated in the form of questions, I will add, 
that if in anything I have not been sufficiently explicit for your practical 
purposes, or if doubts arise, or branches of the subject I may not have 
touched upon require elucidation, I shall cheerfully respond to any addi- 
tional inquiries you may be pleased to put to me. 

I am aware that Phrenology will be regarded by many of my readers, 
as it is by many scientific men, as unsupported by Physiology. The 
position which Phrenology, as a system of mental science, occupies in 
the estimation of the leading scientific men of our day cannot be better 
stated than in the words of Sir Henry Maudsley. (Physiology and Pa- 
thology of the Mind. Lond., 1867). 

" It is extremely probable," says he, "that different convolutions of 
the brain do subserve different functions in our mental life ; but the pre- 
cise mapping out of the cerebral surface and tho classification of the 
mental faculties which the phrenologists have rashly made, will not bear 
scientific examination. That the broad and prominent forehead indicates 
great intellectual powers was believed in Greece, and is commonly ac- 
cepted as true now. * * * There is some reason to believe also, that 
the upper part of the brain and the posterior lobes have more to do with 
feeling than with the understanding. * * * On the whole, it must be 
confessed that, so far, we have not any certain and definite knowledge of 
the functions of the different parts of the cerebral convolutions. 

This is about as far as scientific Physiologists are yet agreed. 

The popular estimation of Phrenology accepts it as a common-sense 
analysis of mental faculties and nomenclature, which in the words of 
Archbishop Whately, is, " far more logical, accurate and convenient than 
those of Locke, Stewart, and other writers of their school." 

It is admitted, however, that Phrenology has performed the service of 
pointing out and inaugurating the true method of investigating the mind ; 
and the researches of Bain, Spencer, Laycock, Maudsley, and Carpenter, 
in England, and of Draper and Dalton in our own country, go to confirm 
the two fundamental principles upon which Dr. Gall's system was based, 
viz : that different faculties or modes of mental phenomena are localized in 
different parts of the cerebral hemispheres, and that power of mind or 
faculty, is, other things being equal, dependent on or indicated by size or 
development of the brain or part of the brain through which it is mani- 
fested. 

Without pursuing this topic further here, I would refer you to the En- 
cyclopedia Britannica, which in its last edition has cancelled the decisive 
condemnation it formerly pronounced upon Phrenology, and says that its 
claims are novrsubjudice. The account which it gives of the principles of 
Phrenology is one of the best statements of the general doetrine which 
I have seen. 

In these letters, I shall explain why Drs. Gall and Spurzheim failed to 
establish the science of the mind beyond controversy ; and I shall en- 
deavor to present the subject of cerebral form in such a definite, yetf 



vm 



INTRODUCTORY NOTE 



natural and practical manner, that a careful reader can verify, in Era 
own observations, the general truth of these principles, and I shall 
apply them especially to Education, for the benefit of the Teacher. 

The progress of Physiological science, thus applied, renders it possible 
to delineate the organic phases under which all diversities of disposition 
and capacity are manifested. The science of the mind, when thus under- 
stood, will define organically every peculiar phase of thought, and thus 
solve every Philosophic controversy, and will elucidate, at once, the di- 
versities of opinion which are manifested by diversities of organization, 
and the unity of the Truth, which is only manifested through the Spiritual 
nature of man by the grace of Almighty God. 

The future welfare of Society is dependent upon the fidelity and suc- 
cess of the education which you are administering. In a vast and cosmo- 
politan population, the Public Instruction of New York maintains a char- 
acter of true universality, receiving into its care all comers of whatever 
class, creed, nation, sect, race, or color, and dispenses its beneficent in- 
fluence throughout the community, free as the air we breathe. 

It provides edifices, with hals and class-rooms, for the accommodation 
of two hundred thousand pupils, yearly, and this vast number, gathered 
from every grade of society, presenting every diversity of capacity and dis- 
position, are brought together in large masses of from one hundred to six 
hundred, under perfect discipline, and swayed as one, by the voice or signal 
of a single teacher. You am supplied with intellectual resources and 
material facilities for your work, and your labors are ably directed and 
superintended. The institutions of Public Instruction of this city are 
looked to from other States and countries as the worthy Metropolitan rep- 
resentatives of the American Educational System. _ 

As science advances- in the discovery of Truth, Education which is 
the popular absorption and assimilation of Truth, must also advance. 

To you, then, whose noble and honored function it is to lay hold upon 
the truths which science develops, and to bring them to their utilization 
by infusing them into the common knowledge of the community, I apj 
peal to investigate these principles, to put them to the crucial test of 
practice in teaching, and join with me in advancing still further the cause 
of Education by bringing to the work a scientific knowledge of the human 

mind. 

56 Rutgers St.— New York, June, 1867. I 



LETTERS 



FROM LEADING SCHOOL SUPERINTENDENTS. 



The following extracts are taken from letters received from prominent 
literary gentlemen and Educators, with whom the Author has been in cor- 
respondence during the progress of this work. 



Department of Public Instruction, 
Superintendent's Office, 146 Grand St. 
New York, Sept. 26, 1866. 
John Hecker, Esq. 
Inspector, 2nd District, 



■! 



Dear Sir : — In accordance with your request, I have carefully 
perused the full exposition of your views on the subject of classification 
of the pupils of our Public Schools with reference to the respective tem- 
peraments as contained in your answers to the inquiries propounded by 
Assistant Superintendent Kiddle. Those views are in my judgment of 
the highest practical importance as well to teachers as pupils — based 
upon the soundest principles of physical, mental and moral science, and 
admitting of practical application by every teacher who will take the 
pains of acquainting himself or herself with the principles upon which 
they are founded and from whence they are legitimately and clearly de- 
duced. I should be glad to see them placed in the hands of all our teachers, 
in the assured conviction that their general adoption would essentially 
advance the best interests of education ; while at the same time the full 
and minute analysis given by you of the philosophy and science of in- 
struction, of the grounds upon which it rests, the responsibilities it in- 
volves, the duties it demands, and the constant reference to the immortal 
nature of the beings upon which it acts cannot fail of commending itself 
to the profoundest attention and regard of every faithful and conscientious 
teacher. ^ 

Very respectfully and truly, 
Your friend, 

S. S. RANDALL, 

City Superintendent. 
1 * 



LETTERS FROM LEADING 



New York, May 21, 1867. 
John Hecker, Esq. 

My Dear Sir: — I have deferred until the present 
time formally expressing to you my opinion with regard to the views set 
forth in your reply to the interrogatories proposed by me some time ago, 
because I was desirous of having before me a complete statement of 
the theory and plan upon which in your judgment educational processes 
should be based. 

This, I believe, has now been done. The replies which have been 
submitted are full and comprehensive, containing an enumeration and 
elucidation of the principles which should guide the teacher in the selec- 
tion of general methods of operation, and in making those discriminations 
which are required to enable him to adapt these methods to the peculiari- 
ties of individual character. 

The need of such an adaptation of geperal methods and processes 
must always have proved a source of perplexity and anxiety to the in- 
telligent and conscientious teacher, convinced that the true measure of 
his success must be the extent of his accuracy in making the discrimina- 
tions required for a wise selection of agencies both in discipline and in- 
struction. The difficulty, however, has been, that trusting to the imper- 
fect criterion of character which a mere observation of conduct affords, 
the best teachers must have very frequently and sadly erred, and conse- 
quently have fallen short of that full and true success which can be at- 
tained only by a surer and deeper insight into the individual characteris- 
tics of those who are to be taught. 

The more reliable guide t° such an insight afforded by the correct ob- 
servation of temperamental and cerebral peculiarities, for which clear 
and explicit directions are given in your letters, must, without doubt, if 
it be faithfully applied, greatly facilitate and increase the success of the 
wisest and most experienced educators who have hitherto worked without it. 

It was this consideration that first attracted my attention to your views. 
Engaged in the work of education from a very early period of my life, so 
circumstanced as to be obliged to take notice of the various methods em- 
ployed by teachers, and often painfully impressed with their inefficiency 
and want of adaptation, sometimes to the general objects of education, 
much oftener to the specialties of individual organization, I at once saw 
that, in the principles of a rational physiological and phrenological sys- 
tem, clearly understood and skilfully applied, was to be found the in- 
strument of a more thorough and more assured success. 

Through your means, this instrument will now be placed in the hands 
pf every teacher whom this published correspondence shall reach ; and a 
solemn obligation will rest upon him to study the principles expounded in 
these letters, the directions there given for their proper application, and 
phe philosophy underlying them, which is there discussed and explained ; 



SCHOOL SUPERINTENDENTS. ±i 

and I trust the time is not far distant when it shall be deemed of the 
highest importance, as a part of the professional preparation of the 
teacher, that ho should acquire not only a thorough knowledge of these 
truths, but practical skill in applying them, so that ho may bo able 
roadily to discern tho diverse tendencies and capabilities of the young 
minds committed to his guidance and training. 

I fool also that you have done an especial servico to the causo of edu- 
cation, as well as to that of religion and sound morality by inculcating it 
as an indispensable requirement, that those who are to train the youth of 
a Christian community, should cultivate their higher nature — thoso capa- 
cities for spiritual enlightenment, by which, in accordance with that pure 
Christian philosophy which you have so well interwoven with the theory 
of our mental and physical organization, the human character is exalted 
to higher views, holier aspirations, and a nobler self-devotion to duty. 

In thus expressing my cordial assent to the educational philosophy 
embodied in these letters, and my appreciation of the practical value of 
tho truths which it comprehends, and the precepts which it dictates, per- 
mit me also to express my sense of the earnest philanthropy and public 
spirit which your exertions so long continued in this work have demon- 
strated. That those for whom it is intended may accept it cheerfully, 
and employ it faithfully and wisely, is the sincere wish of 

Yours truly and Respectfully. 

HENRY KIDDLE. 



From Professor A. Parish. 



superintedent of schools, 
New Haven, Conn. 

" I must frankly say to you that I have never had much faith in Phre- 
nology, as it has been promulgated during the past quarter of a Century ;'■ 
indeed my prejudice has been strongly adverse to it. When I perused 
your paper, and re-read parts of it again and again, as I have with in- 
creasing interest, my conclusion was that you have struck a new vein on 
the subject — rather have presented the subjeot in an aspect so new and 
given a character of practicality to it, that I am quite desirous of knowing 
what use can be made of it. 

" Human nature must be read through the actions and words of the 
individual ; and these are prompted and governed in no small degree by 
the character of the physical man. Hence the study of Temperaments 
becomes important. If I know the temperament of a child, I know how' 
to approach him to aco^mplieh a given object, to what motives to app> • 



an LETTERS FROM LEADING 

what influences to bring to boar upon him, etc. In this view of the 
matter I am interested to know more of your views and the whole subject. 
If it can be brought to the comprehension of the ordinary teacher and 
can be reduced to a practical application in the school-room, it is obvious 
that the matter of school discipline must bo greatly modified if not revo- 
lutionized, and all the processes of instruction materially facilitated. 
March Uth, 1867. 



From G. B. Sears, Esq., 



Superintendent Public Schools, ) 
* Newark, N. J. $ 

I have perused your "Letters" with much interest and hope a copy 
may find a place in the Library of every person who has any thing to do 
with the instruction and discipline of children. That there is a " Scien- 
tific Basis" upon which a system of instruction rests — that God has not 
committed so great a work as the development of immortal natures to 
human hands without some discernible law of action I have long been 
convinced. These " Letters" appear to me to be a step in the right 
direction. They reveal the legitimate avenues by which the teacher 
may obtain accoss to the source of moral and mental action and educato 
the various faculties in harmony with each peculiar constitution — doing 
violence to none. 

" The ' Letters' suggest a wide field and a very interesting one which 
our teachers should carefully explore. Teachers should apply these 
principles in the school-room, where they may be tested upon every 
variety of temperament and condition, but only after a thorough under- 
standing of them themselves. These ' Letters' strike at the very 
foundation of self-knowledge and speak to each one emphatically, 
4 Know thyself.' When teachers shall take the pains to acquaint them- 
selves with their own temperaments and peculiar constitutions, and 
apply also the principles hero laid down to acquiro a knowledge of 
children under their charge, the main obstacles in the way of a symmet- 
rical and beautiful development of human character will have been 
removed." 

February 15th, 1867. 



SHOOLS SUPERINTENDENTS. xiii 



From C. R. Abbot, Esq., 

Superintendent of Schools, ) 
Kingston. N. Y. £ 

" After reading the ' Pamphlet' I intended to submit some thoughts 
on the subject. On some of the points taken we should disagree. These, 
however, may be unimportant. I am heartily glad you have so written 
and am grateful for the copy sent. I have a profound interest in this 
subject. To my mind it affords the means to overcome many, very many 
of the difficulties with which teachers and supervisors of educational 
institutions now vainly contend. For many years I have recognized the 
truths stated by you, but I am indebted to you for putting words into my 
mouth. Too many of our teachers are blind leaders. They have no- 
just conception of a perfect human character, and when they take 
charge of children whose minds and affections are stunted and deformed, 
they only make the matter worse by their unskilful management. With 
your permission I will keep the ' Pamphlet' a time longer, and shall be 
thankful for more light on the subject." 

March IQth, 1867. 



From the Rev. Edvjard Ballard, D. D., 



State Superintendent op Schools, ) 
Brunswick, Maine. \ 

* * " As to your proposals relative to an improvement in the classi- 
fication of scholars by temperament : I can say that as presented by 
your ' Pamphlet,' it has much to recommend it ; and where the judicious 
teacher can make the due selection and arrangement, his work will be 
lightened, the tuition be the more easily applied, the pupils the more 
interested and the less fretted under the restraints of the school-room 
and class exercises, and success the more certain to be attained. Tem- 
peramental classification is worthy of a fair trial. 

" In regard to the Phrenological part of the system, I am pleased that 
you are placing the science where it can be made to have a religious 
bearing ; and where too, in the hands of the teacher acquainted with its 
principles it can be made to regulate the tuition to be poured in and the 
development to be brought out." * - * 

March 18 th, 1867. 



liv LETTERS FROM LEADING 



From, the Hon. John A. Norris, 



Superintendent Public Instruction, ) 
Columbus, Ohio. \ 

* * » Thoso who are engaged in the work of advancing the inter- 
ests of Common Schools cannot but be forcibly impressed with the sound- 
ness of the principles upon which your discussions are based and the 
radical changes in the prevailing systems of classification in our Public 
Schools that must inevitably follow, if the conclusions set forth by you 
are successfully established. I am not now prepared to discuss your 
views nor even to make suggestions in regard to them, but their im- 
portance is such that I hope to be permitted to retain the papers you 
have alroady so kindly furnished me. May I not hope also that your 
discussions, accompanied by suitable illustrations of the temperaments, 
will be given to the public at no distant day ? 

March 27th, 1867. 



From the Hon. G. W. Hoss, 



Superintendent Public Instruction, / 
Indianapolis, Ind. $ 

* * " Your positions are in many particulars new, at least to me, 
hence the tendency is to accept slowly. Yet notwithstandiug this fact I 
am prepared to announce my convictions, namely, that your doctrine of 
Temperaments is at once sound and philosophic; hence should be recog- 
nized in all philosophic systems of education. I thank you in the name 
of an humble believer in Christianity, that you declare the importance 
of moral culture ; that you clearly recognize the operations of the Holy 
Spirit. In brief and fine, I can condense my statement into a single line, 
by saying that I am of the opinion that the doctrino set forth in these 
pages is to be The new Evangel of Education." 

March 29th, 1867. 



SCHOOL SUPERINTENDENTS. xv 



From the Hon. Daniel Stevenson. 



Superintendent Public Instruction, ) 
Frankfort, Ky. $ 

" My very limited knowledge of the science of Phrenology would 
render it improper for me to express an opinion in regard to some of the 
views presented by you. I may say, however, that I have read the 
" Pamphlet" with very great interest, and, I will add, with profit. With 
its general spirit and design I was much pleased. The discussion can- 
not fail to be of advantage to the educational interests of the country." 

March 26th, 1867. 



From the Rt. Rev. J. H. Hopkins, DD. LLD. 



Bishop of Vermont, 
Burlington, Vt. 



" As a whole I regard your work as a very admirable contribution to 
the philosophy of true education, which presents a more profound and 
scientific view of the subject than any other work within my knowledge, 
and must as it seems to me produce a highly beneficial influence on the 
minds of the thoughtful." 

March oOth, 1867. 



From John D. Philbrick, Esq., 

Superintendent of Schools 

Boston, Mass 



1 



" I have not yet had time enough to read your ' Pamphlet' with suffi- 
cient care to warrant a decisive opinion on its doctrines as a whole, but 
I send this preliminary note to tell you I am extremely interested in 
your inquiries, and that I am very favorably impressed with the spirit 
and tone of what you have presented. I am already an admirer of 
Spurzheim, and it seems to me that, in some respects at least, you have 
improved on him." 

March 12 to, 1867. 



LETTERS FROM SUPERINTENDENTS. 



From Albert G. Boy den, Esq., 



Principal State Normal School, 

BlUDGEWATER, MASS. 

* " The prominent place which you have given to the Spiritual 

part of our nature in your discussion of the subject places it upon the 
right basis, in my estimation. It seems to mo that your views will be of 
great service to every intelligent teacher. Nothing pleases me more 
than to find any thing which will facilitate the right education of the 
young, and especially that which conduces to the higher development of 
our Spiritual Nature." 

March 16th, 186?. 



From the Hon. William R. White, 

Superintendent Public Instruction, 
Wheeling, West Va. 

* * "In adapting myself to the mental peculiarities of my pupils, 
I have, (intuitively, rather than from any scientific acquaintance with 
Phrenological developments), acted in accordance with many of the sug- 
gestions which I find in your ' Letters.' 

" That the true teacher should be acquainted with the laws of growth 
governing the body and mind and soul is rendered so apparent in your 
remarks, that I cannot but wish that your work may find its way into 
©very school." 

March 15th, 1867. 



CONTENTS. 



LETTER I. 



REQUEST FOR SUGGESTIONS. 



LETTER II, 



TEMPERAMENTAL CLASSIFICATION OF PUPILS. 

Importance of Laws of Growth as connected with Education — Maternal Sympathy- 
Female teachers preferable for young children ; and Why ? — The Spoiled Child — 
Reciprocal influence of Children in large families — Classification — Leading 
Temperaments — Physiological Origin — Causes of Mental Vivacity, Persistency, 
Placidity, Sluggishness— Peculiarities of character, Mental and Physical, arising 
from Temperaments— Advantages of Mingling Children of different Tempera- 
ments — Advantages of Classification— Law of Sensibility — Treatment of the 
Mental Sensibilities — Combined action of the Senses — Suggestions for Classifi- 
cation by Temperaments , p. 12 



LETTER III. 



INTERROGATORIES, PHYSIOLOGICAL AND PHRENOLOGICAL. 



ttiji ' CONTENTS 



LETTER IV. 



PHYSICAL AND SPIRITUAL LAWS OK MIND. 

importance of Foregoing Interrogatories — Phrenologic Bust of Washington, its J h v 
sioguomio Characteristics — Characteristics of this Bust of Washington compared 
with other Phrenologic Busts — Science of Mind not Purely Physical — Dr. Dalton's 
Physiological Description of the Functions of the Nervous System — Functions 
of "Cerebral Ganglia, Sensation, Consciousness, Volition — Dr. Draper's Descrip- 
tion of Nerve Cells and Nerve Fibres — Evidences of Spiritual Existence — Dr. 
Draper's Description of the Sensory and Motor Ganglia and their relation to the 
Hemispheres — Mr. Combe's Description — Objections to Phrenology — Conditions 
of Spiritual Light — Meekness — Influence of Organization on Spiritual Gifts — 
Deficiencies of Phrenologists — Character of Dr. Gall's Mental Processes — Char- 
acter of Dr. Spurzheiui's Classification — Description of the Hemisphere un- 
folded — Classification by the Facts of Anatomy and of Human Life — Description 
of the Organic Form of the Hemispheres — The Faculties of Restraint — Inter- 
communications of the Faculties — Fundamental Distinction between the three 
Groups of Faculties — Classification of the Faculties according to the foregoing 
Views — Order of dealing with the Faculties in Education — The Restraining 
Faculties — First impressions upon the Scholar by the Teacher — Sympathy in 
Discipline -Motives by which Children may be controlled — Cultivation of Exe- 
cutive Force — Faculties may be considered Individually ; but their action is 
Associate — Physical peculiarities of the Organs — Examination of Individual 
Faculties — Regulation of Temperamental Growth — Relation of Faculties and 
Organs— Spiritual Life — Sympathetic Action — The Mother's Sensibility — Why 
Religious influence is Irksome — Necessity of Spiritual Faculties to the Teacher's 
WO rk — Boyishness of Character — Principles affecting the scheme of Education — 
The domain of Physiology — The Domain and Processes of Instruction — Social 
Science — Religion — The Domain of Religion and the Church p. 44 



LETTER V. 



THE TEMPERAMENTS. 

Description of the Colored Illustrations of the Temperaments — What is " Tem- 
perament" — Primary and Combined Temperaments — What is meant by Com- 
bined Temperament — Relation of Spiritual Power to the Temperaments — The 
Nervous Temperament — Organic condition of the Nervous Temperament — Ex- 
ternal Indications of the Sanguine Temperament — External Indications of the 
Lymphatic Temperament — Lymphatic Temperament in Woman — External In- 
dications of the Bilious Temperament — Auxiliary Apparatus — Muscular and 
Osseous Systems — Amativeness — The so-called " Vital Temperament" — Tem- 
peramental Peculiarities in Childhood — Manner in which the Temperaments 
may be described in the combined form — Complexion — Size and Shape of body — 
The Nervous-Bilious Temperament — The Nervous-Lymphatic Temperament — 
The Bilious-Lymphatic — What is the most favorable Temperament — Mental 
Capacity depends on the Brain — Washington's Countenance — Phrenologic organs 
are variable in size and position — Diversity in the Associate position of the 
Organs — The mind not to bo arbitrarily measured — Spiritual Discernment — • 
Modifying influence of Temperament — Indications of Mental Character in the 
side view — Diversities of Temperament — Indications of Mental Character in the 
front view — Diversities of Temperament — The Character of George Washing- 



CONTEXTS. xix 

ton described, Temperamentally and Mentally — Successive changes in Washing- 
ton's character — The Teacher's Temperament — Deficiencies in Phrenologic 
systems in respect to Temperament — The Temperaments present the Organiza- 
tion, only ; the soul is undefined — How the Teacher may secure Ascendancy 
over his class — Self-adaptation — What Children give attention readily- — What 
are persistent and retentive — Securing affection — How to address Children — 
Contrast between the Child and the Teacher — Discipline — Different children 
susceptible to different motives — The development of the Temperaments — Per- 
suasive means of Discipline— Nervous-Bilious Temperament — Suggestions as to 
Modifications in Treatment— The sports of children — The choice of a vocation — 
Temperamental adaptation to various callings — The description of the Teacher 
- The gifts of the successful teacher may be acquired — Teaching an exalted 
Profeeion — Should command best talent and largest compensation p ; 78 



LETTER VI. 



THE MIND. 

Recapitulation of previous letters — The temperaments and Mental Character de- 
lineated as seen in the Adult— General Principles of Cerebral Form — The 
Phrenologic Bust of Washington— Groups and Clusters of Faculties — The In- 
tellectual Group and the Lawyer — The Spiritual Group and the Theologian — 
The Propensities and the Politician— The use of Language, Phrenologically 
considered — Love, Faith, Patience, Joy — The Propensities and the Intellect — 
Their general characteristics — The Spiritual Group— Reflection defined— Mani- 
festation of the Truth by the Spiritual Faculties— The Principles of Phrenologic 
Nomenclature— Destructiveness — Executiveness — Names of Spiritual Faculties 
Godliness, Reverence — Veneration or Godliness — Benevolence or Brotherly- 
Kindness — The Faculty of Brotherly-Kindness — The Faculty of Steadfastness — 
Conscientiousness or Righteousness — The Faculty of Righteousness — Hope or 
Hopefulness— The Faculty of Hopefulness— Wonder, Marvelousness, or Spirit- 
ual Insight — The Faculty of Spiritual Insight— Imitation or Aptitude — The 
Faculty of Aptitude— Spiritual Insight and Aptitude of the Teacher — The Clus- 
ters of the Spiritual Faculties ; Intuitive and Meditative — The Knowledge of 
God — Humility and Reverence — The Special gifts of the Holy Spirit; — The law 
of the Spiritual Faculties — Sectarianism, Animal Magnetism, Spiritualism — 
" Mediums" — The Restraining Faculties and the Law of Association— Mode in 
which the Organs combine in their development — Mutual influence of Associated 
Faculties — Significance of Organs whether prominent or laterally expanded 
— The relative predominance of groups must be regarded — How to observe 
character Phrenologically — General form of Cerebral instrument — Indications 
resulting from various Cerebral forms — Influence of Temperaments — Various 
developments of the Propensities— General outline of the head first to be ascer- 
tained—Description of Diagrams — Mental Characteristics of Washington — 
Boundaries of Groups not fixed— Activities of the Propensities must be regarded 

— Indications resulting from predominance of various Groups and Organs — 
Description of Profile view — Description of Front view — Front view continued 

— Character of Washington as indicated by Cerebral form — Size indicates capa- 
city — Temperamental indications — Harmony of Cerebral parts— Degree of 
Fibrous development— Activity of the Faculties is the measure of influence — 
Necessity of awakening Spiritual Faculties — Modifying effects of Temperaments — 
Perceptive influence of differeut Temperaments— Pantomimic expression —Law 
of due development — Bodily conditions modify mental action — The mental life 
of the child — General law of the development of the Faculties in children — 
Diversities of this law — Development of Faculties dependent on Climate, Civil- 
ization, Inheritance — Influence of Public Schools — Intellectual Faculties and 
Propensities inheritable— Present methods of Education defective— Directions 



£ CONTENTS. 

for the Teacher— Influence of Cautiousness and Secretiveness, when developed 
in a greater or less degree — Instructions for Teacher — When Destructiveness, 
Coinbativeness or Adhesiveness are in excess? — How to manage excessive 
Secretiveness, Approbativeness, or Self-Esteem — Directions when Propensities 
are large and active, or small and sluggish — What the Teacher must ascertain — 
Difference of treatment for Boys and Girls — Importance of securing attention 
— Necessity of intelligent discrimination in Punishments — Dangers of reciprocal 
affection among boys — Duty of Parents and Teachers— Order of Faculties as 
presented by popular Education— Difference between Boys aud Girls—" Girl- 
boy" and " Masculine-girl"— Perceptive Faculties must be studied by Teacher 
— Individuality — Importance and advautage of this Faculty to Teacher — Form 
and Size — Their position — Teaching by Black-board and Sound successful — 
How to train the Perceptive Faculties — Conceptive Faculties — Comparison and 
Causality, the Faculties of Keason— Their relations with other clusters— Sugges- 
tions for Teachers — Proper method of training Faculties— Reciprocal influence 
of the different clusters — Sports of Children — Hints for instruction when dif- 
ferent clusters predominate— How to cultivate the Intellectual Group— Proper 
order of their development— The Bases of reasoning are three-fold — When rea- 
soning commences— Relations of the Clusters— Perceptive Faculties first devel- 
oped—How Perceptive and how Conceptive Faculties reason — Laws of the 
Mind — Importance of controlling the Propensities — Effect of overtasking the 
Intellect — Importance of the Perceptive Faculties — Suggestions as to methods of 
Punishment — How to treat Indolence — Organization and Temperament to be re- 
garded — How to overcome Disobedience — Insubordination— Value of a generous 
Esprit de Corps— Why special systems of Education are unsuccessful — Sugges- 
tions for moral Training— Why Religion is generally distasteful to young men- 
Value of Religious Teaching — Moral Faculties trained by spiritually-minded 
Teachers only — Importance of Spiritual truths to the Teacher — The Beatitudes 
— Natural manifestations of the Propensities — Manifestations of Spiritual Fac- 
ulties; of the Intellect when ruled by the Propensities—- Faith, its definition — 
Humility— The rich Young Ruler— Tests of the predominance of Spiritual 
Faculties — Propensities to be under Spiritual guidance — Self-abasement — Prin; 
ciples established by Holy Scriptures — Dr. Spurzheim's Classification — Defects 
of Classification — Error as to nature of Spiritual Faculties — " Blind Sentiments" 
— Necessity of correct Nomenclature — True nature of Spiritual Faculties must 
be recognized — Popular Religion merely Intellectual — Drs. Gall and Spurzheim 
Founders of Phrenology — Harmonious action of Brain, Stomach, Lungs and 
Liver important — Spiritual Faculties — Influence of Intuitive Faculties — Neces- 
sity for more thorough knowledge of the mind p. 167 



APPENDIX. 

The Will — Consciousness — Social Organization — The Church— Conversion — The 
Standard of Truth. 



THE 



SCIENTIFIC BASIS 



OF 



EDUCATION. 



[From Mr. Kiddle to Mr. Hecker.'] 



John Hecker, Esq., 



Department of Public Instruction, 

Superintendent's Office, 146 Grand St., 

May 24, 1865. 



My dear Sir 



I have listened with much interest to the views which you have, from 
time to time, presented as to the need of modifying the processes of dis- 
cipline and instruction employed in the Public Schools of the city. Very 
much of the criticism which you have made as the result of your obser- 
vations, I deem so just and important as to demand an immediate atten- 
tion, with the view to correction and improvement. 

I would, therefore, request you to state, in writing, the particular 
methods of reform or modification which appear to you feasible under the 
circumstances? 

Such an exposition, I feel, will be an important aid in suggesting 
and carrying out such measures as will prove of benefit to the schools. 
Trusting you will be able to comply with this request at an early day, I 
am Yours truly, 

HENRY KIDDLE 



SCIENTIFIC BASIS 



Importance of Laws of Growth as connected with Education. 

[From Mr. Hecker to Mr. Kiddle.] 

New York, June, 18G5. 
Henry Kiddle, Esq,, 

Dear Sir : — The opportunity which your late note of inquiry affords 
mo of laying before you, in writing, some views connected with the sub- 
ject of practical education in our Ward Schools, I very gladly accept. 
In the discharge of the duties devolved upon me, as Public School In- 
spector of the Second District, it is my desire to co-operate in every way 
in my power, with my co-laborers in the department ; and I feel it to be 
my immediate duty to lay before you such suggestions as an experience 
of thirty-five years, spent in closely studying the nature of man, enables 
me to make. 

In the first place, the most important fact which has been apparent to 
me, after having examined the eighteen Public Schools of my district, and 
acquired some general knowledge of the magnitude and importance of the 
system of public instruction throughout the whole city, (at the head of 
which Mr. Kandall and yourself, with Messrs. Calkins, Jones, and Seton, 
are practically placed) is, that the laws of mental development, and the 
laics of growth which affect that development, seem unobserved both in 
the general organization of the system, and by the teachers in practically 
administering it. There is scarcely any recognition of the existence of 
these laws in the nature of the child. 

Education is not alone concerned with the imparting of information. 
In order that the information may be received, there must be a certain 
growth or development ; and to guide and assist tho divinely ordained 
process of growth both of body and mind, is a part of the duty of the 
educator ; because this right development is required, both for the suc- 
cessful communication of knowledge, and for the ultimate welfare of the 
subject, without which the acquisition of knowledge may prove a curse 
instead of a blessing. 

Therefore, the mothods of education should be based upon an intelli- 
gent recognition of the laws of growth, and a sympathy with them, and 
an adaptation to them. 

Growth, it is true, is considered by teachers, to a certain extent ; but 
it is measured, usually, by size, or rather height of body, and by the ex- 
isting amount of information possessed by the child. These are impor- 
tant circumstances to be taken into account, in estimating the growth of a 
child ; but they are not to be relied upon as guides. There exist, in the 



OF EDUCATION. 



Maternal Sympathy. Female Teachers preferable for Young Children ; — and Why? 

nature of the child, certain laws of growth, and these, so far as they re- 
late to the bodily condition and development, depend on what are denom- 
inated th6 temperaments. As the brain is dependent on the body, which 
is to it, what the soil is to the plant, these temperamental laws are of fun- 
damental importance in dealing with the growth of the mind ; and a sen- 
suous understanding of them is essential to give the teacher that Untiring 
sympathy with the children which ought to be possessed. 

The earliest phenomenal appearance of organic mental life is at birth, 
in the infant's crying. This is caused by the inhaling and exhaling of 
the atmosphere, expanding the cells of the lungs, producing pain. Here 
the first attention of the mother is called to her offspring in sympathy. I 
here use the word " sympathy" in a more definite and literal sense than 
the ordinary acceptation of the term, to denote an interpenetrating, intel- 
ligent, mutual sensibility peculiar to a mother, and which has its origin in 
the sufferings belonging to maternity, though those sufferings are sus- 
pended by the love she bears her child in the predetermined organic dis- 
position of the social part of her menial nature. 

The mother of the child is the ordained means by which the child is 
properly to be cared for, up to the age of seven years. Throughout this 
early period, a good mother will always use, as the leadiug means of her 
care, the same sympathy, together with, however, the necessary punish- 
ments to awaken a proper degree of fear and respect. The teacher 
ought to take up the work at the point where the mother leaves it, and 
should deal with the same means of obtaining submission: — first, sym- 
pathy, then, also, fear and respect. It is because of the necessity for 
this sympathy, that experience and practical knowledge in our primary 
schools place children of a tender age in charge of female teachers. The 
female is peculiarly gifted in her sensuous organization. It is owing 
to her characteristic temperamental quality, that she is so peculiarly 
sensitive to physical as well as mental impressions. Her daily intercourse 
with children, and her intuitive sympathy in their wants and necessities, 
constantly strengthen this predisposition of her sensuous and sympa- 
thetic nature. Hence too, she arrives promptly at conclusions, by a pro- 
cess she does not at all comprehend, but evidently not by deductions 
of reasoning, but by a process originating in her mental and sensuous 
sympathy. 

It is these characteristics which make female teachers more successful 
with young children. 

But in the progress of development, when the Social and Animal Pro- 
pensities of the children gain more force, especially in boys, male 
teachers are required. They ought, however, still to maintain the 
same sympathetic control as the female teachers. 

The number of children in a family has an important relation to their 
training ; because if the mother's attention is concentrated uj'on one ov 



SCIENTIFIC BASIS 



The Spoiled Child. Reciprocal influence of Children in large Families. Classification. 

two only, the constant repetition of the exercise of the faculties which 
already predominate tends to special and unequal development, which re- 
sults in angularity of character. This is why the only child is generally 
a. peculiar child, and often & spoiled child* Where the family is large, 
but not too large for the care of the parents, the activities of the faculties 
of each child act and re-act upon those of the others, sometimes in sym- 
pathy, and sometimes in opposition. The mother supervises tho children- 
in these immediate relations with each other, and checks extreme mani- 
festations, and allays the friction, but does not interfere except by neces- 
sity. In a large family, therefore, there is a greater scope for the free 
and equal development of the, child, and greater breadth of capacity for 
future action is given, than if the child is isolated or nearly so, ard 
under the more exclusive influence of the parent. These conditions the 
teacher should strive to preserve in the school, and should preside over 
the mutual relations of the children toward each other, with the same 
sympathetic supervision, and abstinence from unnecessary interference, 
which the mother maintains in tho most favorable conditions of family 
education. 

And as new tasks and burdens are te- be imposed upon the child, where 
it leaves the mother to enter school, it is of the utmost importance that 
the teacher possess and conform to a knowledge of the laws which govern 
growth and development, especially of the physical system, in children. 

Desiring in this letter to confine myself to the elucidation of a single 
subject, I shall refer only in a very limited and special manner to the 
laws of growth as they affect temperamental characteristics ; but I will, 
in some future communication, trace their influence upon the phases of 
mental development comprised in the process of education. 

You have already understood from me, in conversation, that the leading 
measure which I have thought might be advantageously adopted at this 
time, for the improvement of our Public Schools, consists in a classifica- 
tion of the pupils, based partially upon these characteristics and condi- 
tions. The present system of classification brings together twenty, fifty or 
even a hundred pupils of equal proficiency, into the same class room, and 
under tho same exercises and treatment, but makes no allowance for dif- 
ferences of character, disposition, etc. Now, I am convinced that it is 
practicable to take notice of the distinctions of temperament at least, and 
in a way which will increase the efficiency and success of tho teacher's 
efforts, and at the same time will not necessarily involve any change in 
the existing mode of classification. The principles I advocate may bo 
applied to classes as they are now formed ; though, if my views were 
fully and extensively carried out, and their application fouud as useful 
and successful, as I believe it would be, they would ultimately modify, 
somewhat, the selection of pupils for the various classes. 



OF EDUCATION. 



Leading Temperaments. — Physiological Origin. 



IMPORTANCE OF RECtARDING TEMPERAMENTAL DIFFERENCES. 

A few remarks upon the general principles on which the distinctions of 
Temperaments are based, will, perhaps, be not deemed irrelevant. 
Theoretic writers have suggested several systems, some of which, (for 
example, that of Powell, of which a good account is given in Appleton's 
"New American Cyclopedia" — article, Temperaments) — are carried into- 
very minute subdivisions. It would be more correct to discard arbitrary 
divisions, and analyze the constitution of each, individual as it is 
" tempered" by the peculiar admixture of the influence of the principal 
physiologic functions of the system ; but for the purpose of a practical 
application to Education, the subject must be treated in a more generic 
method ; and only what are commonly known as the four leading temper- 
aments need be regarded. They are : 

The Nervous temperament, 
" Sanguine " 

" Lymphatic " 

" Bilious " 

These are extensively understood, having been recognized by physiolo- 
gists since the time of Hippoci'ates, and are well marked and easily dis- 
tinguished, without requiring any special education on the part of the 
observer. The Principals of our Ward schools could easily qualify 
themselves to divide a class into four portions, according to the predomi- 
nance of the four temperaments, respectively, and such a division would 
be thorough enough for practical purposes. In order to illustrate this, I 
will here enumerate the principal characteristics of each. 

The peculiarities of the Nervous temperament spring from the fact that 
in such a physical organization, the brain and nervous system predominate, 
and their indications take precedence, in the make-up of the individual, 
in proportional size and m activity. The functions of mental life are 
stronger than others in the system. The Sanguine temperament, in like 
manner, indicates the predominance of the lungs and arterial system as 
compared with the other physiological functions. The Lymphatic tem- 
perament is accompanied by a similar predominance of the functions 
of the stomach and digestive apparatus, and of the glandular and lacteal 
system ; and the Bilious, by similar predominance of the functions of the 
liver, — the great secreting organ of the body. 

To appreciate how much the susceptibility of a child to mental impres- 
sions is modified by the temperamental character, it must be borne in 
mind, that the brain is the seat and centre of mental manifestations ; tho 
lungs, the seat of the warmth and forces which the atmosphere gives ; the 
stomach and lymphatics, tho organs of liquid supplies for the system ; and 
the liver, tho organ of secreting from those supplies the material for sus- 
taining life. 



SCIENTIFIC BASIS 



Causes of Mental Vivacity, Persistency, Placidity, Sluggishness. 

Three things are always to be taken into view, when estimating any of 
these bodily organs, its size, its quality, and its activity. Size and quality 
or degree of development, afford a measure of power ; activity of in- 
fluence. Each organ is to be estimated, not absolutely, by what it is in 
itself, but relatively, and with reference to the influence it may exert on, 
or receive from the other three functions, especially the brain, the organ 
of mental life. Thus, in a constitution in which the brain is the predom- 
inant organ, if the lungs are active, they give, by the higher arterializa- 
tion of the blood, more warmth and more sensitiveness to the influence of 
the brain ; and, where size in the lungs is super-added to activity, in- 
creased power and continuousness of influence are acquired by the brain. 
But when the lungs are of such activity and size that they form the pro- 
dominant organ in the body, then their activity, by spasmodic warmth, 
tends to supersede that of the brain, and the latter in proportion loses 
the power of continuous effort. Again, in respect to the stomach, diges- 
tive trast, and lymphatics, size, especially when combined with activity, 
produces fulness in all the glands and tissues, and by maintaining a con- 
tinuous supply of liquids and keeping the capillary vessels surcharged, 
restrains the action of the brain in respect to vigor and intenseness of 
mental effort, but gives ease and freeness. The mental action is no longer 
impulsive, but becomes placid. When, however, size and activity reach 
so extreme a point, that the stomach becomes the most influential organ 
of the body, sluggishness, indifference, and lassitude in the action of the 
brain and lungs are the result. 

Again, when the liver possesses a due degree of size and activity, it 
gives tone to the brain, by maintaining a proper supply of the nutritive 
blood, ready to be aerated by the lungs, for the demands of the whole 
Bystem. But if the liver is increased so as to become the preponderating 
organ, it overcharges the system, and the result is torpidity through want 
of vitalization. In proportion also, as the functions of the liver are ac- 
tive, the individual is disposed to withdraw from apparent activity, and 
to act in secluded relations. This disposition to retirement is connected 
with sleep and those quiescent conditions which are essential for the 
peculiar action of the liver, in secreting the necessary liquids ready for 
arterialization, and is strikingly analogous to what is known in animals as 
"hibernating." The functions of the liver have a relation to low tem- 
perature, as those of the lungs do to heat. The liver supplements the 
action of the lungs, by eliminating from the circulation elements which, 
if left to be consumed by the lungs, would produce excessive heat. By 
this function it preserves the conditions for equalized temperature. 

In respect to all these, I speak only of the healthful state. Disease 
often modifies both size and activity. 

It is the function of the Nervous system, of which the brain is the 
leading organ, to preside over the expenditure of the forces which these 
three lower temperaments afford. It can do no more, so far as physical 



OF EDUCATION. 



Peculiarities of Character, Mental and Physical, arising from Temperament*. 

laws go, than to command and direct those forces, such as they are, in 
accordance with its organic mental nature ; and the amount and qualita- 
tive character of the force depends upon the combination of these three 
temperaments, in their relation with the Nervous system. 

The activities of the brain in children are either sensory and motor, or in- 
tellectual. These must be exercised in accordance with their Physiologic 
constitution. The whole system suffers if the brain and nervous system 
are over exerted in either of these parallel activities. And since, in child- 
ren, the sensory motor force is, when under the unrestrained influence of 
their sensuous growing nature, too actively affected for receiviug instruc- 
tion, the special attention of the teachers should be devoted to an equali- 
zation of this excess by a discriminating expenditure in the intellectual 
powers, which depend upon the sensory and motor for their vital force. 

Each of these four temperaments imparts its own peculiar character 
and expression to the face and head, and, in a less degree, to the whole 
system, not only in color, but in all the manifestations of life and activity. 
Thus, the liver, when active, imparts to the system tinges of black, and 
this expression is characteristic of the Bilious temperament. The lungs, 
when they predominate, give a brilliant red, imparting the fiery expression 
which characterizes the Sanguine temperament. When the stomach and 
lymphatics are the leading organs, a torpid, lead-like tinge of white is 
perceived, accompanied by an expression of lassitude in all the muscles 
and tissues. And the brain, when it leads in the organization, imparts 
vividness, quickness, and sharpness of movement in all the mental man- 
ifestations, and gives a clear whiteness and refinement to the whole ex- 
pression, and a sharp outline to the features of the head. 

In the case of children, growth being the leading necessity of life up 
to the age of puberty, the lymphatic conditions, as a general rule, pre- 
dominate. Subject to this law, however, there are alternations of the 
other temperaments, from which arise very great and important differ- 
ences or modifications of character. 

Children of a Nervous temperament are quick in the action of the 
brain, and when the brain is well developed, are noticeable for intelli- 
gence and apprehension ; they are, relatively speaking, eager to learn, 
and learn easily and fast, and are readily impressed through the mental 
faculties. But they are less able to retain what they learn, and are more 
easily diverted from the effort of learning, than those of the Bilious tem- 
perament ; have less warmth of temper in all mental dispositions than the 
Sanguine ; and are less susceptible to our ordinary methods of mental 
training than those of the Lymphatic temperament. 

The Sanguine children are volatile, and more swayed by pleasures of 
the senses, and less by things which attract the mind, than the Nervous 
ones ; are less persistent than the Bilious ; require more tact and care in 
their education than the Lymphatic ; but their superiority in warmth and 



SCIENTIFIC BASIS 



Advantages of Mingling Children of Different Temperaments. 



active energy, arising from higher urterialization, renders all exercises and 
modes of education which involve the use of the physical organs, easy 
and attractive to them. 

The children of a Lymphatic temperament are easily swayed and led 
hy the will of the teacher, receiving impressions, as distinguished from 
ideas, easily. They will do as they are urged to do, willingly, but are 
slow of comprehension, as compared with the Nervous, and inert in re- 
spect to physical activity, as compared with the Sanguine, and changeable 
or variable in purpose and effort, and deficient in retaining impressions, 
as compared with the Bilious. 

The Bilious temperament, on the other hand, gives permanence to all 
impressions, enabling a child to retain mental impressions when once ac- 
quired, though their original acquisition is generally more slow and diffi- 
cult than in tho case of the Nervous temperament. Such children, too, 
require to be dealt with in a more private way than others, the disposition 
to retirement being a striking trait of tho temperament. This tempera- 
ment relieves the child, in some measure, of the temptations which out- 
door sports and amusements offer so powerfully to the Sanguine. 

When Ave consider that children in a school are collected, not, as opera- 
tives in a factory, for what they can Jo, (for if that were the object, the 
proficiency of the individual might well be the sole ground of classification), 
but altogether for what can be done to them — what they can receive, — it 
is evidont that differences of temperament, which involve such important 
variations in the proper mode of training, cannot be ignored in classification, 
•without seriously affecting the results of education. 

It may bo objected to this, that the children of each temperament need 
the influence of other temperaments to modify or stimulate that which is ex- 
cessive or deficient in themselves; and that the commingling of the children 
tends to equalize them, like mixing soils, quickening those that are slow, and 
steadying those that are too volatile. This is very true and this influence 
must be secured. I have previously pointed out the most substantial rea- 
sons why an aggregation of children affords more favorable conditions of 
development than isolation. But the error is in overlooking the distinction 
between tho general arrangements upon which the intercourse of the child- 
ren depends, and which is of importance to the development of the temper- 
amental systems, and special arrangements for the mere purposes of impart- 
ing information aud training particular faculties. 

The careful observer of children will see that the intermingling which 
secures this equalizing influence is compatible with a classification by tem- 
peraments for the purposos of instruction. It is in the play grouud 
and in the general relations of the school, that the influence of the 
Sanguine child will arouse and forco into activity the Sanguine system of 
the Bilious, the Nervous, and the Lymphatic children, and that the mental 
superiority of the Nervous child will awaken the mental force and the am- 
bition of the Sanguine, the Bilious, aud the Lymphatic. But when the 



OF EDUCATION. 



Advantages of Classification. Law of Sensibility. 



children come to the toachor to receive information, his labor is wastefully 
applied, if those who aro quick and those who are slow, — those who re- 
member upon tho first statement, and those who must hear again and again, 
— are all commingled. Tho existence, in a class of slow minded pupils, of 
a section of quick minded ones, instead of having the effect to accelerate 
the acquisition of knowledge by the former, will be found generally to 
tend to confusion and superficiality by urging them forward, while it pro- 
duces listlessness and inefficiency in the minds of those who are held 
back; and this necessarily deranges the whole, and causes great additional 
care and labor on the part of the teacher, and makes teaching moro ex- 
hausting. 

It is not, however, to be supposed that tho mental disposition of the 
child resides in tho temperament. This depends directly upon tho organ- 
ization of the brain ; but the temperamental conditions exert a marked in- 
fluence upon the activity of tho brain, and, both directly by growth, aud 
indirectly by the senses, modify the mental disposition. 

An intelligent recognition of the laws of growth, and a sympathy with 
them, and an adaptation of tho processes of Education to them, such as I 
desire to see exist, will give the teacher a conscious restraining and guid- 
ing influonco,not only over the development of the mind, but also over that 
of the temperamental charaoter. 

To understand how to deal with either temporamental or mental pecu- 
liarities, the teacher must regard tho vital sonsibilities of the child, for it 
is upon aud through these that we work. 

These sensibilities are of two classes, 1, bodily or physical, and 
2, mental. 

The bodily sensibilities include those vegetative forces of processes 
which are of a nature common to the life of both animals and plants, 
giving support and supplying the waste of life, and which I havo briefly 
described as tho Sanguino, Lymphatic, and Bilious temperaments. 

Through tho Nervous system, the peculiar characteristic of animal 
life, the physical sensibilities of irritability and contraction are reported 
in tho braiu, causing thereby mental sensibility, either of pleasure ox 
comfort, or of pain or discomfort. 

Since childhood is a period of bodily growth, these physical sensibili- 
ties aro very active and variable in children. 

The first condition, therefore, for controlling the child's mind is attend- 
ing to these bodily sensibilities, to avoid all excitements, either painful or 
pleasurable, which would tend to supersede mental sensibility during tho 
period appropriated to instruction. 

The time of instruction, the bodily positions, tho exertions and the 
constraints of the scholars, the light, air, temperature, and all the con- 
ditions of physical want, should therefore be adapted with reference to 
their age, to secure bodily comfort. 



10 SCIENTIFIC BASIS 



Treatment of the Mental Sensibilities. Combined action of the Senses. 

The mental sensibilities are either, 1, those of the Propensities, Social 
and Animal, — that is the Desires and restraints of desires, or 2, those of 
the Intellectual powers, or 3, those of the Moral and Spiritual feelings. 
For reasons 1 shall hereafter explain, the teacher deals less with the moral 
and spiritual sensibilities, than with the sensibilities of the body and organs 
of special sense, and those of the Propensities and the Intellect. 

The sensibilities of the Propensities are awakened, primarily or imme- 
diately, by the bodily or physical sensibilities ; but are also awakened 
and stimulated by the sensibilities of the Intellect, through the organs of 
special sense, which, in addition to these internal exoitants, awaken per- 
ceptions of external objects to satiate the desires. The desires of the 
Propensities are thus made intelligent. 

The sensibilities of the Intellect, in like manner, are awakened primarily 
by the organs of the special senses, — sight, hearing, touch, taste, smell, — 
and act in accordance with the demands of the Propensities, which con- 
stantly stimulate them. This reciprocal action makes up the continuous- 
iii'ss of the natural exercise of the mind, 

The organs of sense should have the teacher's especial attention. In 
no part of our organization is the Wisdom, Power, and Goodness of God 
so obvious to the minds, even of children, as in the design of these 
avenues of intelligence. By the eye, the mind receives only perceptions 
whioh light can convey, which are either of the intensity or the color, or 
both. By the ear, the mind receives only perceptions of sound, which 
are either of its intensity, its pitch or acuteness, and its quality of tone. 
By the skin, perceptions of temperature. By the muscular sense (which 
is often described as a part of the sense of touch), the perception of re- 
sistance. By the gustatory and olfactory nerves, respectively, percep- 
tions of taste and smell. 

These organs of special sense, may act upon the mind simultaneously, 
and much of the knowledge or mental conceptions which are commonly 
regarded as acquired through one sense, could not have been acquired 
except by the simultaneous operation of two or more. 

For instance by the eye, in connection with the muscular sense, the 
mind gains perceptions of solid form, size, motion, distance. Perceptions 
of the same qualities may also be gained by the ear in connection with 
tho muscular sense. To give full and accurate perceptions of these 
qualities, all these senses should bo trained together. By the eye and 
ear together, aided by the muscular sense, the mind gains those acute 
perceptions of rhythm necessary for the Musical art. The knowledge of 
llowers is gained chiefly through the simultaneous action of the eye and 
the olfactory nerve. The knowledge of foods, through the simultaneous 
action of the eye and gustatory nerves, aided by the olfactory nerves. 

Childhood is the period of activity in these functions ; and the teachor 
phould study them and their combinations, if he would successfully de- 
velop the sensibilities and instruct the mind. 



OF EDUCATION. ll 



Suggestions for Classification by Temperaments. 



HOW TO ACCOMPLISH CLASSIFICATION BY TEMPERAMENTS. 

I have said that, for the present, the classification by temperaments 
may be entirely subordinate to the existing arrangements of the schools. 
The following are the steps by which the experiment should be tried : 

I. The new classification should be introduced through the action of the 
principals and subordinate teachers employed iu the present system, t 
have never contemplated that it should be dependent on the knowledge 
or skill possessed by a particular individual outside the organization of 
the schools, but that it should be administered within the schools, by 
the same persons who are intrusted with the usual management and in- 
struction. At the outset, the experiment would necessarily involve and 
require special explanation and aid from some person who, like myself, 
has made the subject one of special study. Such explanation and aid 
could, however, be readily given to the principals and teachers, by 
printed descriptions, and the method should not be pressed faster nor 
further than they find that the result is satisfactory. 

II. In initiating this method, my first effort would be to obtain the con- 
currenceof the principal of some one of the primary schools, in the attempt. 
I should ascertain that she had a general knowledge of the leading tempera- 
ments, and the physical signs by which they may bo known : there are, of 
course many, which, for want of space, are not alluded to in this letter. \ 
should then ask her to arrange the pupils of each class into four divisions 
according to her own judgment of their temperaments, and that they 
should be so seated in the class-room, that the different temperaments 
would occupy separate places. This being done, I should visit the 
class from day to day, and confer with the principal and teachers upon 
the different modes by which these divisions might with advantage be 
managed. Upon this head, explanations cannot be given in detail' upon 
paper, but, in the presence of any ordinary children, I should be able 
to make them at once. These Nervous children will understand their 
lessons quickly, but they will forget them ; they must have reviews — 
the same thing over and over again. These Bilious ones will not 
understand easily ; you must be patient and take plenty of time in ex* 
plaining every thing fully, at first; but what they have once learned they 
will remember. These Sanguine, ruddy-faced boys by the window, are 
not tho ones to sit where they can look out of doors ; every thing they see 
in the street, while under instruction, will distract their attention. Put 
them thereby the door, and let the full-faced, watery, Lymphatic boys, now 
sitting by the door, go over by tho window. 

III. When the experiment has been tried in a single clasn, the prin- 
cipal and teacher oan determine for themselves whether to go further 
or not. If tho results of the system prove it to be advantageous, tho 
next step in the work will be to extend it to another class, and this being 
accomplished, to a third, and so on. 



IS SCIENTIFIC BASIS 

Suggestions for Clai aification t>y Temperaments, Continued. 



IV. The arrangement of pupils according to temperaments, in tin 
manner thus described, if oarried out through the whole school, would 
render it possible to improve the organization still further, by assigning 
the different teaohers bo the classes in suoh a manner that the tempera 
ment of the teaoher and the ©lass would harmonize. The extenl to which 
this would be praotioable must depend upon the Dumber of teaohers and 
pupils in the partioular school. 

V. Whenever the proposed system shall have been found successful in 
any one of tho schools, similar measures can be employed in introducing 
it into others, if desired. 

This cdussiivation is as important in its inlluenoo «>n the teacher, as in 
itseli directly, beoause it will facilitate his study of various dispositions, 
and his adaptationof himself to the character of his scholars. 

Tn Is <>/■ classes too small to subdivide, and down to dealing with the 

individual scholar, the teaoherwho gives attention to tho laws of growth, 
and studies the characteristic diH'cronces of disposition manifested in dif- 
ferent phase&of organization, will find the facts to which 1 have called at- 
tention, equally available and useful, by enabling him to understand his 
pupil and modulate his own method and bearing as the case may require. 

In conclusion, I desire to express my thanks for the time and attention 
you and your associates have bestowed upon the consideration of my 
views ; and 

I remain. 

Very Respectfully Yours, 

JOHN HECKER. 



[From Mr. HeckertoMr. Kiddle ] 

Yvitil the above letter the following note was sent to Mr. Kiddle. 

New York, June 3, 1S65 
lh.\i;\ k'i j>i B, Esq., 

DEAR Sir.: -Herewith, you will receive a communication from me, 
Stating my views in regard to improving the classification of pupils in the 
Public School;-. If any points in it should require further explanation, 1 
hope you will dip ma the favor of giving me an opportunity to afford it. 
A note from you, suggesting any further questions, would receive early 
attention from me. or it may be easier for you to note tho questions oc- 
curring to your mind, in the blank margins, returning the same to me for 
answers to them. I suppose it is understood that, for the present, my 
letter will only be laid before your immediate associates and such other 
•is as you may think it important to consult with upon the views 
nted. Whether it be desirable to make the suggestion? 1 have 
offerod, public, will be a matter for future consideration. 

Kespect fully Yours, 

JOHN BECKER. 



ok EDUCATION. is 



Interrogatories, Physiological tad Phrenological. 



| From Mr. Kiddle to Mr. Becker. | 
.Iomn Heoker, Esq., 

New Vokk, July 27, L865 

My dear Siu : — I mislaid the brief note of points of inquiry, which [ 
made while in conversation with you a short time ago. 1 have* however, 
iu compliance with your request, made mi effort to got my mind on the 
sumo track, and send the following interrogatories as tho result. They 
arc of OOUTSe very crude from tho oause which I mentioned in my last 
interview with 70a — tho want of time for an adequate consideration of 
tho subject. 

1. May not all the facts of phrenology and tho distinctions founded 
thereon be considered physiological, seeing that they have their origin in 
peculiarities of physical organization ? 

2. If so, would not education if based upon it, take cognizance, as tho 
foundation of its discriminations and adaptations, of exclusively physical 
peculiarities ? 

'A. Would it not thon, as a developing or training process, bo based in 
its practical operations upon, I. Peculiarities of temperament ; 2. Pecu- 
liarities of cerebral structure .' 

Such being the case, tho following questions would arise : 

(A) AS TO TKMPKKA.MENTS ! 

1. Would the division of temperaments into tho four primary classes bo 
sufficiently miuuto as a basis, without taking into consideration' tho 
various combinations as they usually occur? 

2. If combinations arc to be considered, is the prevailing temperament 
in all cases, to bo tho guide ! 

3. How are thoso distinctions of temperament to bo made available, 1 - 
In discipline ; 2. In instruction .' 

(a) As to Discipline: 

i. What temperaments are best troated by coercive means T 

2. What by persuasive ? 

3; What other considerations are applicable ? 
(.b) As to Instruction : 

1. What temperaments arc most inclined to study ? 

~. What modifications in treatment should this lead to ? 

.'{. What temperaments' need stimulating to study ? 

4. What considerations as to tho <////'''' "' kinds of study have roforencs 
to tho several temperaments? 

5. What other considerations with regard to temperaments ? 



14 SCIENTIFIC BASIS 



Phrenological Interrogatories, Continued. 



(B) As to Cekeural Structure: 

1. What general principles (if any), founded upon external mani- 
festations of cerebral structure, may be adopted as a guide in training 
the faculties of the mind ? 

2. Where any organ, for instance, exists in excess, what would be 
the proper treatment ? 

3. What, in case of deficiency ? 

4. In what order should the faculties be trained ? 

5. What is the proper classification of the faculties with respect to 
education ? 

6. How may the perceptive faculties be trained ? 

7. What faculties, phrenologically speaking, may be regarded as con- 
ceptive 1 

8. How should they be addressed and trained ? 

9. What faculties are constructive ? 

10. What treatment is proper for them 1 

11. At what stage should the reasoning faculties be addressed and ex- 
ercised 1 

12. What moral faculties claim an early attention ? 

13. How to bo trained ? 

14. What other considerations have reference to this point, in such a 
general summary as the above ? 

You will perceive that these questions are very general, and perhaps 
you will consider some of them vague. If you will, however, reply to 
them, I may, perhaps, be able to ask others more minute and definite. 
Your request at this time has compelled me to present this synopsis 
somewhat prematurely, and, therefore, it is not as well considered as I 
designed to have it. 

Very truly yours, 

HENRY KIDDLE. 



OF EDUCATION. 15 



Importance of Foregoing Interrogatories. 



[From Mr. Hecker to Mr. Kiddle.] 



To tho foregoing series of interrogatories, Mr. Hecker. s*nt the following 
reply in part. 

New York, August, 1865. 
Henry Kiddle, Esq., 

Dear Sir : — Your note of July 27th, in which you present a series of 
questions with respect to tho applications of Phrenology and Physiology 
to Education, was duly received. My answer has been delayed by ab- 
sence from the city. I commence, in this communication, to respond to 
the inquiries in your note. 

Permit me, at the outset, to thank you for the time and attention be- 
stowed npon my suggestions, and to express my sense of the completeness 
and breadth of view, by which the system of interrogations propounded by 
you is marked. Those interrogations cover a very broad and compre- 
hensive field of educational science, and indicate a logical and lucid me- 
thod of treating the subject. They form an exceedingly good outline for 
a somewhat extended development of true views upon education ; and I 
shall be grateful to God if I am enabled to present the truth, in answer to 
your questions, in a manner as clear and lucid as the outline thus furnish- 
ed me deserves. 

At this point I will humbly ask to have some explanation and assurance 
from you as to the extent to which, through our past conversation and 
correspondence, my views upon education have appeared to you to be 
worthy of confidence, and calculated, if properly developed, to attain ac- 
tual success. I feel that there is a need, in preparing my answers to your 
questions, that I should be guided by some knowledge of the impressions 
which my communications have thus far made upon your mind. The 
truths which I urge are, in many respects, difficult of conception ; but 
of the greatest practical value, and the facks upon which they rest are 
easy of perception. These trutbs embrace a knowledge of the laws of 
our mental life, based upon observation, and a classification of the facul- 
ties into three groups, the Spiritual, the Intellectual, and tho Social and 
Animal. This knowledge, which through many years of study, labor, 
and experience, and by the assistance of Almighty God, I have been 
enabled to acquire, I would gladly communicate to those whose mission 
it may bo to give it a practical and useful application for the benefit of 
my fellow men. 



16 SCIENTIFIC BASIS 



Phrenologic Bust of Washington, and its Physiognomic Characteristics. 



Throughout my discussion of the subjects touched upon by your ques- 
tions, I shall have frequent occasion to refer to the new Phrenologic Bust, 
which I have had prepared for the purpose of exhibiting, more correctly 
than has hitherto been done, the significance of the general form of the 
head as an indication of mental disposition, and the locality and group- 
ing of the convolutions corresponding to the faculties into which we 
analyze the activities of the mind. As a subject for this bust — 
desiring to have an actual, not an imaginary, head — I have taken the 
head of George Washington. The bust itself, which is of life-size, is 
modelled from the mask taken from the living head ; and the contour of the 
upper and back part of the head is modelled according to the mental 
character which he manifested in actual life. The colossal bust in 
marble, which you have seen in my library, is made in that design. This 
bust represents George Washington at about the age of forty- five, the most 
active and nervous period of his life. It exhibits the marked predominance 
of the Lymphatic temperament, producing torpidity of the vascular sys- 
tem, by which George Washington was characterized, in the earlier and 
again in the later years of his lifo, and which, taken in connection with 
the large glandular features of the head and neck, imparted to his char- 
acter its peculiar scope, while these appearances would have led the mere 
Physiologist and Physiognomist to pronounce the elements of a great 
character wanting. Tn it, also, are corrected the errors, or deficiencies, 
which are noticeable in every portrait or bust of the Father of his Coun- 
try, 1 — such as giving too youthful or too aged an expression to his coun- 
tenance, and the failure to represent aright the top and back of the head, 
in which aro embodied the most commanding elements of character. 
In this bust, a sufficiently youthful expression for the age represented 
is given in the front view, while the profile Or side view exhibits the 
maturity and steadfastness of character by which George Washington 
was distinguished ; and the preponderance of the Spiritual Faculties, 
which in him was quite extraordinary, is also exhibited. 

It would seem to the Physiognomist, who d«als merely with form and 
features of the body and face, that indications of tone, power, and strength 
were wanting in the front view. Hence Lavater, when he first saw 
the cast of Washington, which presented this facial aspect, declared it 
could not be a correct delineation, as it presented no evidences of the 
moral and intellectual characteristics of this great man. This accounts 
also for the indistinctness and similarity of expression which mark the 
portraits of different artists of the day. Both artists and Lavater were 
unacquainted with the effects produced by temperamental and surrounding 
influences, and deficient in the scientific knowledge of the mind, which 
requires a combination of the principles of Phrenology and Physiology. But 
the Phrenologist, directed by the present advanced state of science, who 
duly estimates the Phrenologic features of the head, and the tempera- 
mental Physiognomic character of the face, as presented in this front view, 



OF EDUCATION. 17 



Characteristics of this Bust of Washington as Compared with other rhronolo^ic Busts. 

will appreciate the facts which constituted the elements of his greatness. 
Upon the plaster cast of this head are delineated, by raised letters, 
on one side of the head, the Phrenologic name and general location of 
each faculty individualized ; and upon the other side, the three lobes of 
the hemisphere, forming the three groups in which these faculties are 
associated. 
This bust differs from that usually sold by lecturers, in these respects: 

First, It is a true representation of an actual head, exhibiting the phren- 
ologic form, grouping, and development of a real character ; while others 
are mere representations of a generalized ideal of the individual facul- 
ties, not presenting their actual groups, by which, alone, the develop- 
ment can be properly analyzed and understood. 

Second, The names employed to designate the faculties of the Spiritual 
group are made to correspond with the best view of their nature. Tho 
nomenclature heretofore generally in use was framed for the natural and 
moral qualities, and is not consistent with the order of the spiritual nature 
of man. Of the necessity of recognizing this, I shall have occasion to 
speak fully, when I come to describe them, in answer to your questions. 
I employ a nomenclature which expresses this recognition. 



Thus instead of the names intro- 
duced by Dr. Spurzheim : — 
Veneration. 
Benevolence. 
Firmness. 
Conscientiousness. 
Hope. 

Marvelousness. 
Imitation. 



I employ the follow- 
ing:— 

Godliness. 

Brotherly-Kindness. 

Steadfastness. 

Righteousness. 

Hopefulness. 

Spiritual Insight. 

Aptitude. 



Third, Instead of numbering the organs continuously throughout, 
as in the ordinary mode, I have numbered the organs of each group, 
in separate series, designating the members of each series in the order 
in which they should stand when fully developed in the adult. 

One bust of this sort is now completed in plaster ; and I am to be fur- 
nished with copies as fast as they can be prepared. As soon as they aro 
ready, I shall place one of them before you for examination. 

In the diagrams, I present this bust in various points of view, to illus- 
trate the method in which the head should be looked at, to form an intel- 
ligent estimate of its Phrenologic form. 

The circular lines about the head are not the representation of a meas- 
uring apparatus, but merely a. diagram of geometric form, to assist tho 
eye in analysing the curves presented by the outline of the head, and 
to show at a glance whether the characteristic development is upward, 
forward, backward or downward, from the central base line passing 
through the opening of the ears. 

3 



18 SCIENTIFIC BASIS 



Science of Mind not Purely Physical. 



ANSWERS TO THE QUESTIONS. 

The first three questions put by you are connected in subject, and I 
shall now proceed to give answers to them : 

I. " May not all the Facts of Phrenology, and the Distinctions Founded 
thereon, be Considered Physiological, Seeing that they have their Origin 
in Peculiarities of Physical Organization? " 

I answer: — That, in addition to facts and distinctions which have 
their origin in peculiarities of physical organization, and which are, 
therefore, within the domain of Physiology, as now taught, Phreuology 
and Plrysiognomy, when rightly understood, recognize other facts and 
distinctions, which are beyond the domain of Physiology, but which must 
bo taken into account, if we would understand the mental nature of man. 

The principles of the Spiritual nature of man, originating in God the 
Father, and manifested by the Son, and imparted by the Holy Ghost to 
man, are not Physiological but Spiritual. When the Spirit of God is 
recognized by the soul, these Spiritual truths are spiritually discerned. 
" That which is born of the flesh is flesh ; and that which is born of the 
Spirit is Spirit." " Marvel not," said our Lord Jesus Christ, " that I said 
unto thee, Ye must be born again." 

These are Spiritual truths, and do not have their origin in peculiari- 
ties of physical organization, but are resident therein. Man is the tem- 
plo of the Holy Ghost. 

A recurrence to the. established facts of Physiology and Anatomy, bear- 
ing on this subject, will indicate how far mental phenomena depend upon 
physical conditions, and will prepare the way \pr what I have to Bay of 
those Spiritual truths, upon which depend tho right development and ac- 
tivity of tho faculties, their proper classification, the influence of the tem- 
peraments, and the Phreuologic observation of character. 



PHYSIOLOGICAL FACTS. 

Dr. Dalton, (Treatise on Human Physiology), has with great clearness 
and precision observed, collected, and generalized the perceptive facta of 
the subject. Ho sets forth the facts which have been ascertained, by a 
Physiological method rigidly confined to physical phenomena, excluding 
that class of physical phenomena, which rest in external manifestations 
in unimpaired living subjects. It will bo seen, when we come to describe 
these external manifestations, that they add much to oor knowledge ; 



OF EDUCATION. 19 



Dr. Dalton's Physiological Description of the Functions of the Nervous System. 

and when we take into view the Spiritual truths of which I shall speak, 
it will "be seen that many functions, which ho describes as involuntary, 
have been and may be brought under the control of man, through the higher 
Spiritual consciousness, by the power which is giveu to him by the Spirit 
of God, the Holy Ghost. 

The following passages from Dr. Dalton's work will indicate what is 
known, through that interior physiological method, of the relation of the 
Nervous system to the Mind. 

" In entering upon the study of the Nervous system," he says, " we commence the examina- 
tion of an entirely different order of phenomena from those which have thus far engaged our 
attention. Hitherto we have studied the physical and chemical actions taking place in the 
body, and constituting together the process of nutrition" ; and * * * "we have found each 
organ and each tissue possessing certain properties and performing certain functions, of a 
physical or chemical nature, which belong exclusively to it, and are characteristic of its action. 

■' The functions of the Nervous system, however, are neither physical nor chemical in their 
nature. They do not correspond, in their mode of operation, with any known phenomena 
belonging to these two orders. The nervous system, on the contrary, acts only upon other 
organs, in some unexplained manner, so as to excite or modify the functions peculiar to 
them." (p 365). 

The special endowment by which a nerve acts and manifests its vitality is a peculiar one, 
inherent in the anatomical structure and constitution of the nervous tissue. It is manifested, 
in the foregoing experiments, by its effect upon the contractile muscles. But we shall here- 
after see that this is, in reality, only one of its results, and that it shows itself, during life, by 
a variety of other influences. Thus it produces in one case, sensation ; in another, muscular 
contraction; in another, increased or modified glandular activity, in another, alterations in 
the phenomena of the circulation. The force, however, which is exerted by a nerve in a state 
of activity, and which brings about these changes, is not directly appreciable in any way by 
the senses, and can be judged of only by its secondary effects. We understand enough of its 
mode of operation, to know that it is not identical with the forces of chemical affinity, of 
mechanical action, or of electricity. 

"And yet, by acting upon the organs to which the nerves are distributed, it will finally pro- 
duce phenomena of all these different kinds. By the intervention of the muscles, it results in 
mechanical action ; and by its influence upon the glands and blood vessels, it causes chemical 
alterations in the animal fluids of the most important character." — (p. 395-6). 

After describing the spinal cord, and its two functions of assisting the 
brain in the production of conscious sensation and voluntary motion, he 
thus describes the reflex action of the spinal cord, as it takes place in a 
Jiealthy condition during life, and when there is no intervention of the will 
of the subject. 

"This [reflex] action readily escapes notice, unless «our attention be particularly directed to 
it, because the sensations which we are constantly receiving, and the many voluntary move- 
ments whjch are continually executed, serve naturally to mask those nervous phenomena 
which take place without our immediate knowledge, and over which we exert no voluntary 
control. Such phenomena, however, do constantly take place, and are of extreme physiolo°i- 
cal importance. If the surface of the skin, for example, be at any time unexpectedly brought 
in contact with a heated body, the injured part is often withdrawn by a rapid and convulsive 
movement, long before we feel the pain, or even fairly understand the cause of the involun- 
tary act. If the body by any accident suddenly and unexpectedly loses its balance, the limbs 
are thrown into a position calculated to protect the exposed parts, and to break the fall, by a 
similar involuntary and instantaneous movement. The brain does not act in these cases for 
there is no intentional character in the movement, nor even any complete consciousness of its 
object. Everything indicates that it is the immediate result of a simple reflex action of the 
spinal cord." — (p. 413-4). 



!>0 SCIENTIFIC BASIS 



Functions of Cerebral Ganglia, — Sensation, Consciousness, Volition. 

If the power of the soul, wheu it3 fall consciousness is awakeued, were 
taken into account, which cannot well be done without examining external 
manifestations, it would be seen that the bouI may and does have the 
power of control over these naturally automatic motions. That which is 
naturally involuntary may thus become subject to the voluntary. The 
power of the will in disease, the enduranco of martyrs, some of the phe- 
nomena of trances and of what is called animal magnetism, are instances 
of this power. 

The results stated by Dr. Dalton, in reference to the relative functions of 
the hemispheres and the ganglion of the aunular protuberauce, (still with- 
out reference to the modifications introduced by the awakening of the 
higher consciousness,) are as follows : 

" The hemispheres, or the cerebral ganglia, consti tutu in the human subject about nine-tent in 
of the whole mass of the brain. Throughout their whole extent they are entirely destitute, 
as we have already mentioned, of both sensibility and excitability — (p. 419.) The hemispheres, 
furthermore, are not the seat of sensation or of volition, nor are they immediately essential to 
the continuance of life. — (p. 421.) The powers which have been lost, therefore, by destruction 
of the cerebral hemispheres, are altogether of a mental or intellectual character ; that is, the 
power of comparing with each other different ideas, and of perceiving the proper relation 
hit ween them." —(p. 422). "The collection of gray matter imbedded in the deeper portions 
of the tuber annulare occupies a situation near the central part of the brain, and lies directly 
in the course of the ascending fibres of the anterior and posterior columns of the cord. * * * 
The tuber annulare must be regarded as the ganglion by which impressions, conveyed inward 
through the nerves, are first converted into conscious sensations ; and in which the voluntary 
impulses originate, which stimulate the muscles to contraction. 

" We must carefully distinguish, however, in this respect, a simple sensation from the ideas to 
which it gives origin in the mind, and the mere act of volition from the train of thought which 
leads tu ir. Both these purely mental operations take place, as we ha ve seen, in the cerebrum ; 
for mere sensation and volition may exist independently of any intellectual [i. e. mental] action, 
aa they may exist after the cerebrum has been destroyed. A sensation may be felt for ex- 
ample, without our having the power of thoroughly appreciating it, or of referring it to its 
proper source. This condition is often experienced in a state of deep sleep, when, the body 
being exposed to cold, or accidentally placed in a constrained position, wc feel a sense of suf- 
fering without being able to understand its cause. We may even, under such circumstances, 
execute voluntary movements to escape the cause of annoyance ; but these movements, not 
being directed by any active intelligence, fail of accomplishing their object. We therefore re- 
main in a state of discomfort until, on awakening, the activity of the reason and judgment is 
restored, when the offending cause is at once removed. 

"We distinguish, then, between the simple power of sensation, and the power of fully ap- 
preciating a sensitive impression and of drawing a conclusion from it. Wc distinguish also 
between the intellectual, [i. e. mental] process which leads us to decide upon a voluntary 
movement, and the act of volition itself. The former must precede, the latter must follow. 
The former takes place, so far as experiment can show, in the cerebral hemispheres; the latter 
in the ganglion of the tuber annulare. •"— (p. 4o8-<).) 

The functions of the Nervous system, investigated in this purely physical 
aspect, without including the effects produced when the higher conscious- 
ness is evoked, are thus summed up : 

" We have now, in studying the functions of various parts of the cerebro-spinal system, be- 
come familiar with three different kinds of reflex action. 

" The first is that of the spinal cord. Here, there is no proper sensation, and no direct con- 
sciousness of the act which is performed. It is simply a nervous impression, coming from the 
integument, and transformed by the gray matter of the spinal cord into a motor impulse 
destined for the muscles. * * ' Actions of this nature are termed, par excellence, reflex actions. 



OF EDUCATION. 21 



Dr. Draper's Description of Functions of Nerve Cells and Nerve Fibres. 

"The second kind of reflex action takes place in the tuber annulare. Here the nervous im- 
pression, which is conveyed inward from the integument, instead of stopping at the spina' 
cord, passes onward to the tuber annulare, where it first gives rise to a conscious sensation; 
and this sensation is immediately followed by a voluntary act. Thus, if a crumb of bread fall 
into the larynx, the sensation produced by it excites the movement of coughing. The sensa- 
tions of hunger and thirst excite a desire for food and drink. The sexual impulse acts in pre- 
cisely the same manner ; the perception of particular objects giving rise immediately to special 
desires of a sexual character. 

" It will be observed, in these instances, that in the first place, the nervous sensation must be 
actually perceived, in order to produce its effect; and in the second place, that the action 
which follows, is wholly voluntary in character. But the most important peculiarity, in this 
respect, is that the voluntary impulse follows directly upon the receipt of the sensation. There 
is no intermediate reasoning or intellectual process.'" — (p. 443 ) 

" All actions of this nature are termed instinctive. They are voluntary in character, but are 
performed blindly ; that is, without any idea of the ultimate object to be accomplished by 
them, and sim;>ly in consequence of the receipt of a particular sensation. Accordingly ex- 
perience, judgment, and adaptation have nothing to do with these actions." * * * * 

" The third kind of reflex action requires the co-operation of the hemispheres. Here, the 
nervous impression is not only conveyed to the tuber annulare and converted into a sensation, 
but, still following upward the course of the fibres to the cerebrum, it there gives rise to a 
special train of ideas. We understand then the external source of the sensation, the manner 
in which it is calculated to affect us, and how by our actions we may turn it to our advantage 
or otherwise. The action which follows, therefore, in these cases, is not simply voluntary, but 
reasonable. It does not depend directly upon the external sensation, but upon an intellectual 
[i. e. msntalj process which intervenes between the sensation and the volition. These actions 
are distinguished, accordingly, by a character of definite contrivance, and a conscious adapta- 
tion of means to ends; characteristics which do not belong to any other operations ot the ner- 
vous system. — (p. 444.) 

Dr. Draper, (Human Physiology, Statical and Dynamical), describes 
in greater detail the structure and relations of the nerve fibres, or white 
matter, and of the vesicles, or gray matter ; aud infers that the functions 
of the nerve cells or vesicles are : — 

" 1. To permit the escape of an entering [influence out of the solitary channel in which it 
has been isolated into any number of diverging tracts ; 2d. To combine influences which are 
entering it from various directions into a common or new result ; 3d. By permitting of lateral 
diffusion to take off and keep in store for a certain duration a part of the passing influence." 

" The registering ganglia thus introduce the clement of time into the action of the nervous 
mechanism. The impression which without them would have forthwith ended in action, is de- 
layed for a season, nay, perhaps even as long, though it may be in a declining way, as the 
structure itself endures ; and with the introduction of this condition of duration come all 
those important effects which ensue from the varioua]action of many received impressions, old 
and new, upon one another." — (p. 269.) 

Tou are perhaps familiar with his profound and beautiful argument 
respecting the existence of the soul, as the agent necessary to act upon 
the " influential" apparatus which the hemispheres constitute, in order to 
produce the phenomena of human life, which the automatic mechanism of 
the simple registering ganglia could not produce. 

"The introduction of a registering ganglion necessarily giveg rise to an extension of the 
physical relations of an animal by connecting its present existence with antecedent facts, for 
the ganglion at any moment contains the relics of all the impressions that have been made on 
it up to that time, and these exert their influence on any action it is about to set up. In virtue 
of them, the nervous mechanism has now the power of modifying whatever impressions may 
be made on its centripetal nerves, and, within certain limits, of converting them into different 
results. Yet still the automatic condition is none the less distinct, and still the immediate 
source of every action is to be found in external impressions. 



22 SCIENTIFIC BASIS 



Evidences of Spiritual Existence. 



" An Increasing complexity of nervous Structure is next evidenced by a division of the 
registering ganglion into two portions, which, with some incorrectness, may be designated 
sensory and motor lobes, a division which is preparatory to, and, indeed, obviously connected 
with the introduction of a totally new method of action and source of power." — (p. 282.) 

" The simple cellated nervous arc consists essentially of these portions, a centripetal fibre, a 
vesicle, and a ceutrifugal fibre; the centripetal fibre may have at its outward or receiving ex- 
tremity vesicular or cellular material. Thus constituted, this mechanism is ready to receive 
external impressions, which, if such language may be appropriately used, are converted or 
reflected in part by the ganglion into motions, and the residue retained. But the arc, viewed 
by itself, is a mere instrument, ready, it is true, for action, but possessing no interior power of 
its own. It is as automatic as any mechanical contrivance in which, before a given motion can 
be made, a certain spring must be touched. 

"The essential condition of the activity of such a nervous arc is therefore the presence 
und influence of an external agent — a something which can commence the primitive impres- 
sion, for without it the mechanism can display no kind of result. Moreover, there must be an 
adaptation between the nature of that agent and the structure thus brought in relation with 
it, as is strikingly illustrated by each of the organs of sense."— (p. 283-4.) 

"The problem we are dealing with * * * * may be stated, Given the structure of the cere- 
brum, to determine the nature of the agent that sets it in action. And herein the fact which 
chiefly guides us is the absolute analogy in construction between the elementary arrangement 
of the cerebrum and any other nervous arc. In it we plainly recognize the centripetal and 
centrifugal fibres, and their convergence to the sensory ganglia, the corpus striatum and optic 
thalamus ; we notice the vesicular material of their external periphery as presented in the 
convolutions of the human brain; and if in other nervous arcs the structure is merely automa- 
tic and can display no phenomena of itself, but requires the influence of an external agent — 
if the optical apparatus be inert and without value save under the influences of light — if the 
auditory apparatus yields no result save under the impressions of sound — since there is be- 
tween these structures and the elementary structure of the cerebrum a perfect analogy, we 
are entitled to come to the same conclusion in this instance as in those, and, asserting the ab- 
solute inertness of the cerebral structure in itself, to impute the phenomena it displays to an 
agent as perfectly external to the body and as independent of it as are light and sound, and 
that agent is the soul."— (p. 285.) 

In defining this nervous arc, as has been so clearly done in accordance 
with Physiology and Anatomy, at this point it would be profitable to ob- 
serve how the mind in its three-fold nature acts upon it. 

When the will-power is in the Propensities, and has command over the 
nervous arc, by its centripetal or sensory, and divergent or motor tracts, 
the will, which is put into execution through these tracts, acts in accord- 
ance with its own conclusions ; whilst the Intellectual consciousness knows 
analytically the sensuous state of its own being, through the nerves of 
sense. 

The Spiritual illuminating will of God, working not mediately but 
directly, supersedes the individual will, under intelligent analytic con- 
ditions, and by the special and additional higher consciousness thus 
given to the mind, subordinates the will of the individual. The organic 
manifestation of this is the Spiritual group of faculties marked on the 
bust. The Divine Will commands rather than disturbs, by its meek, 
humble, quiescent, and equalizing influences, when the subject is under 
the direct influence of the Godly Spirit, with the seven co-ordinated 
faculties exercised thereby, viz : — Godliness, Brotherly-Kindness, Stead- 
fastness, Righteousness, Hopefulness, Spiritual Insight, aDd Aptitude. 



OF EDUCATION. 23- 



Dr. Draper's Description of Ganglia and their relation to the Hemispheres. 

Phrenology carries the investigation of the problem, which Dr. Draper 
has stated, forward towards its consummation, by comparing the varying 
form and appearance of the cerebral instrument with the functions per- 
formed by it in mental life, thus enabling us to analyze objectively the 
various activities of the soul. But our understanding of the facts thus 
gathered cannot be complete, without recognizing the influence of the Holy 
Spirit upon the soul, by which it is illuminated and the higher faculties of 
the nature are quickened. 

I will merely quote in conclusion of these physiological statements, what 
Dr. Draper says, by way of description of the ganglia at the base of the 
brain, and their relation to the hemispheres. 

" The ganglia at the base of the brain are regarded by Dr. Carpenter as constituting the 
true sensorium, a doctrine which he has established by many weighty arguments, and which 
is doubtless one of the most important thus far introduced by any physiologist. 

" The idea here intended to be conveyed is, that the thalami, striata, sensory ganglia, and 
nervous arrangements below, constitute an isolated apparatus; distinct from which, and 
superadded, are the cerebral hemispheres. 

" From observations on the animal series, the conclusion seems to be unavoidable that the 
chain of ganglia now under consideration must constitute a sensorium, the centripetal fibres 
communicating their impression and motion ensuing, the impression being attended with con- 
sciousness." * * * * 

"But after the cerebral hemispheres are added, an impression received upon the thalamus, 
whether it has come in through the sensory ganglia, or any other sensory part of the cranio- 
spinal axis, is transmitted to the convolutions along the radiating fibres. From the convolu- 
tions, the influence which is to produce motion descends along the converging fibres to the 
striatum, thence along the inferior layers of the crus, through the mesocephalon to the anterior 
pyramids, and by their decussation to the opposite side of the cord. 

"Such is the view which Dr. Carpenter presents of the functions of the sensory ganglia and 
spinal axis ; or, employing the terms we have previously defined, the cord alone is a longitudi- 
nal series of automatic arcs; on the addition of the thalamus and striatum, it becomes a com- 
pound registering arc, the cerebral hemispheres finally annexed to it constituting an influential 
arc. 

" In a simple arc, an impression is at once converted into motion, and leaves behind it no 
traces; its expenditure is instantaneous and complete. In a registering arc, a part of the im- 
pression is stored up or remains — nay, even the whole of it may be so received and retained. 
It is not to be overlooked that, as soon as the effect occurs, the evidences of sensation arise; 
and since sensation necessarily implies the existence of ideas, ideas themselves are doubtless 
dependent on this partial retention or registry of impressions." — (p. 319-21.) 

From what is said above, we infer that Dr. Draper is not to be under- 
stood, here or in what follows, as asserting that consciousness or ideas have 
their seat in the thalamus ; but that the purely automatic impressions or 
sensations of the sensory tract have an immediate relation to conscious- 
ness and ideas, which are manifested by the cerebrum, when, to use his 
figure, the soul touches the spring of this mechanism. 

"There can be no doubt that the cerebral hemispheres constitute the instrument through 
which the mind exerts its influences on the body." 

"From this point of view we may therefore consider the intellectual [i. e. mental] principle 
as possessing powers, properties, and faculties of its own ; as being acted on by impressions 
existing in the thalamus, and delivered through the intervening fibrous structures to the vesi- 
cular material of the* convolutions of the cerebral hemisphere. In this region they act uponi 
the intellectual [mentalj principle and are acted upon by it, the returning influence, if any, 
coming down through the converging tubular structures to the corpus striatum, and by its 
commissural connections sent off to particular ganglia." * * * (p. 321.) 



24 SCIENTIFIC BASIS 



Mr. Combe's Description. Objections to Phrenology. 



Iu Mr. George Combe's Introduction to his translation of the views of 
Dr. Gall and others upon the Functions of the Cerebellum, (Edin. 1838) you 
will find a very cloar summary of these facts, as foreshadowed by the con- 
ceptions and investigations of Gall and Spurzheim; and he points out the 
relation between the sensory tract and the posterior and middle lobes of 
the cerebrum, and that between the anterior lobes and the motor tract. I 
have preferred to cite our own later Physiologists, not because they were 
the first to discern these conditions, nor because they have carried the in ves - 
tigation in this aspect much beyond the general position marked out by Dr. 
Gall : but because they are fa niliar and accepted authorities upon the sub- 
ject; and as far as they go, both with the delineation of perceptive facts of 
anatomy, the generalizations of physiology, and the resulting deductions 
of argument, they accord romarkably with the general principles upou 
which Dr. Gall's system was based. 

Dr. Draper and Dr. Dalton both concur in the general opinion that we 
have no reason for denying that different parts of the brain may be occu- 
pied by differeut mental faculties. But the indisposition of Dr. Dalton to 
advance theories or principles, except as they are clearly the inevitable de- 
duction from the facts he has examiued, has led him to express the 
opinion that it may uot be practicable for an observer to gather the 
facts requisite to establish Phrenology. 

The other two objections stated by him, — viz., that the layer of gray 
matter is continuous, without anatomical division of its interior structure, 
and that only a small portion of this surfaco can be examined by external 
manipulation, indicate that ho was passing judgment rather upon the pop- 
ular phrenologists of the present day, than upon the scientific principles 
advanced by Dr. Gall. Phreuology, properly understood, gives due sig- 
nificance to these facts. 

It appears thus, that Anatomy and Physiology, as ordinarily under- 
stood, take cognizance of exclusively physical peculiarities, and do 
not detect the principle of life further than to describe the outgrowth of it 
in its orderly physical form ; yet they do 6how us that there is a presi- 
ding force different from and superior to the chemical and mechanical 
forces known to physical science. One branch of the investigations of 
Phrenologists is a contribution to our knowledge of the mind, drawn 
from those external manifestations which Physiology, as ordinarily under- 
stood, ignores. 

SPIRITUAL TRUTHS. 

When all the physical facts thus gathered are examined in the light of 
the history and conduct of man, and the phenomena of consciousness, we 
see that they all point to the great paramouut fact that the human soul iu 
its oneness presides over this complex organization, for which it is re- 
sponsible. The soul, although its manifestations reside in physical con- 



OF EDUCATION. 25 



Conditions of Spiritual Light. Meekness. 



ditions, exhibits phenomena that physical laws and physical forces cannot 
explain.^ A study of the temperament and cerebral organization, ia 
only an investigation of the external manifestations of this Spiritual 
existence. 

The knowledge of this realm of Spiritual truth is not, like physical 
truths, acquired by Perceptive, Analytic or Synthetic powers, it is only 
possessed by receiving it. Nor is it to be communicated by language, 
as sensuously and ordinarily understood. Language can define what it 
is not, and can describe the phenomenal manifestations ; but that which 
is Spiritual is only to be spiritually received, and spiritually discerned. 
The Spirit clothes His behests in a language written in the soul alone, 
and His power thus given, manifested through the Spiritual faculties, in 
varying'phases of gifts according to the organization, communicates with, 
illumines, and commands the faculties of the intellect, the senses, the na- 
tural desires, and the temperamental conditions of all those who are the 
subjects of His influence. 

In the experience of the individual, when these Spiritual laws are merely 
intellectually conceived and discriminated, or when their operation is made 
servient to the social and selfish life, the mind is centralized in the physi- 
cal and sensuous nature, having no higher consciousness than a passional 
or intellectual force, modified by the suave influence of the sentiments : 
but when the mind submits to the Divine Power, and follows His direc- 
tion in accordance with the principles of Christianity, man becomes a living 
soul, the instrument of Cod, who then " worketh in him to will and to do 
of His good pleasure." 

Exhaustion of pride and selfishness, self-negation, both of the Propen- 
sities and the Intellect, and self-examination, not by the Intellect, but by the 
Spirit of God searching the heart, are the conditions of Spiritual wisdom. 
The intellectual man must cease to limit himself to intellection or logical 
proof, and the man of social or selfish passions, cease to engross him- 
self in his dependence on the objects of his desire, and the soul must uso 
those powers as the instruments of the Holy Spirit. Such is the scien- 
tific proof of the spirit of the Christian life. 

The Spirit,when thus possessed, manifests Himself phenomenally through 
the physical organization, and His presence depends so far on cerebral 
conditions as to require that meek and humble state of preparation which 
arises from self-abasement and contrition. This meekness is one of the 
general conditions of the Spiritual group of faculties, a cerebral organi- 
zation which all men who are morally accountable possess. Meekness arises 
either where there is predominant Spiritual organization, or from cultiva- 
tion of those faculties, or may be induced by the instrumentality of ex- 
ternal circumstances negativing the will of the Propensities and Intellect. 
The Spirit makes use of the mind when He is sought in this state of 
-meekness. 

4 



SCIENTIFIC BASIS 



Influence of Organization on Spiritual Gifts. Deficiencies of Phrenologists. 



The diversity of special gifts is in accordance with organization. The 
action of physical life being sensuous in its nature, is dependent upon tem- 
peramental and physical conditions for activity and qualitative character, 
but the phenomenal manifestations of Spiritual life, being Spiritual in their 
nature and essence, originate and receive their strength directly from God. 
It does not follow, however, from the fact that the special gifts depend 
in part upon organic conditions, that large spiritual faculties in the natural 
mind are favorable to religious impressibility. For, whilo unawakened, 
they may and commonly do tend to spiritual pride, which is among edu- 
cated men a greater obstacle to conversion than sensuous influences. 

It is not strange that these truths relating to the mind have not been 
recognized by those who know no other method of investigation than ob- 
servation of perceptive facts and the resulting processes of inductive rea- 
soning. Perceptive facts verify these truths, when once placed, in a pro- 
per order of anatomical truth, before the mind. 

It has been the misfortune of many persons who have espoused Phre- 
nology, and have ardently advocated its claims as a science, that they 
have not been guided to recognize and develop the truth of the spiritual 
life of man. They have seen in him only the animal and intellectual facul- 
ties, and have supposed that all the phenomena of his nature and modes 
of action could be explained as physical phenomena. They have not 
admitted that there is such a spiritual condition as the Light of life ; be- 
cause they have not looked at man in his historical life, in which we can- 
not account for civilization and progress, except upon other conditions 
than those exhibited by the heathen world. Hence Phrenologists 
. have ignored the spiritual nature of what they have called his moral 
faculties. They have recognized only the vitalized brain, and its 
manifestations when led by the Propensities or directed by the Intellect, 
and, in consequence, have overlooked the spiritual influences which 
operate upon man's nature and actions, when he is properly awakened 
to them, and have only ascertained the physiological laws of his life. 

The early discoverers of the fact that the brain is the organ of mental man- 
ifestations, and that the convolutions of the hemispheres correspond to cer- 
tain elements of mental power, in their desire to develop these most impor- 
tant truths, overlooked or neglected these spiritual laws, which are no less 
important; and their followers have, to a great extent, limited their 
labors to the task of testing, expounding, and advancing the physical part 
of our knowledge alone, instead of combining with it an exposition of the 
spiritual life. This combination must be made ; a recognition of the 
distinct spiritual nature of man, and of his relations with his Maker, 
Almighty God, with the Grace of the Holy Spirit, and the example of our 
Lord Jesus Christ, must be associated with a true view of his physical 
organization, bofore Phrenology can take its proper place as a science, or 
perform its intended work as a practical and useful art. Both Gall and 
Spurzheim failed to accomplish this combination. 



OF EDUCATION. 27 



Character of Dr. Gall'.t Mental Processes. 



Dr. Gall's views are correct, to the extent to which he proceeded, and 
he foreshadowed, in some degree, the deductions which I have traced re- 
lating to the Spiritual nature ; but his progress in the development of 
the science was limited by his moderate perceptive powers. For his 
character has been mis-conceived ; since, while it has been stated that 
he was remarkable for power of the Perceptive faculties, ho was not 
distinguished in that respect. When he became 3onvinced that the 
memory of words resides in the brain, he conceived that this must have 
an organic manifestation consequent upon localized function, and accord- 
ingly explored mental manifestations seeking for the organic conditions 
of all peculiar mental phenomena. 

This course was proper, so far as the Intellectual faculties and their 
manifestations are concerned. But the knowledge of God is not thus 
attainable. All attempts to establish a knowledge of the Deify by 
Intellectual processes, that is to say, by the faculties of the Percep- 
tive, or Coeceptive, or Combinative cluster, have failed to give a clear 
or intelligent faith, from the very conditions of our organization. He 
is only to be known by the faculties of the Spiritual group, that is to 
say, the Intuitive and Meditative clusters, of which Godliness or Venera- 
tion is the centre. These faculties are not to be characterized as logical or 
demonstrative, but as reflective or receptive* and in this is seen their special 
adaptation for giviug us the knowledge of God by the presence and in- 
fluence of the Holy Ghost. These faculties, too, led by meekness and 
Godliness, enable the mind to introspect its own Consciousness, and with the 
aid of the Intellect, analyze subjective phenomena. 

The strength of Dr. Gall's mind, and the characteristics which enabled 
him to conceive and establish the elementary principles of Phrenology, 
lay in the philosophic Conceptive Faculties ; which, with his large 
restraining faculties, gave him an intellectual forecast or forethought, 
sometimes characterized as deductive reasoning. If he had sought 
the truth through the Spiritual faculties, as well as by the Conceptive 
power of the Intellect, he would have included the necessary recogni- 
tion of the Spiritual nature of man ; while ou the other hand, larger 
Perceptive powers than he possessed, in combination with his philosophic 
powers, would have led him to include among the facts which he sought 
for in support of his conception, the phenomena of the history of man, 
and the paramount influence which Eeligions, whether true or false, 
have always exerted in the events of that history. As it was, however, 
in the controversy in which he immediately became involved, he confined 
himself to the facts of physical organization, and did not enter into the 
higher applications of these principles to Spiritual life. 

Dr. Spurzheim designed to give Phrenology the place of a science, and 
he gathered and presented the facts in a way that greatly advanced the 
investigation ; but his classification is not in accordance with the attri- 
butes of man as a Spiritual being, for it is based upon the natural and sett- 



28 SCIENTIFIC BASIS 



Character of Dr. Spurzhcim'a Classification. Description of the Hemisphere, unfolded. 

suous phases of character common to man and other animals, and upon 
an arbitrary numerical order of iho faculties; and therefore the subject 
had to encounter all the prejudices of established religious and scientific 
theories. He made, however, much progress in the anatomical investiga- 
tions necessary to complete our knowledge of the subject; and had he 
lived to continuo these inquiries, we cannot doubt that he would 
have been led to a new classification of the faculties.- As it was, 
he arranged them according to his own cast of mind, or mental pre- 
dominance, by intellectual discrimination, made entirely by the Per- 
ceptive, Conceptive, and Combinative faculties; and the basis of his 
classification is in the ideas he formed of the qualitative character of the 
respective faculties, as he had individualized them, and as ho saw them 
manifested in men about him in worldly life, overlooking the modifications 
which Keligion, in the true order of the Spiritual faculties, presents. Since, 
also, the mind, in the fallen state of man, tends to unequal and angular 
development, and to fragmentary conclusions, it resulted from the same 
characleristics of his method of observation, that he individualized the 
faculties more thcui is warranted by their actual grouping and con- 
tinued action, and the general and outward historical facts, and did 
not sufficiently regard their activity as necessarily more or less com- 
posite, or associated, in the fallen state of man, and as unitedly 
and harmoniously associated, when the Holy Spirit guides and rules 
the whole soul, quickening the Spiritual faculties. Hence, he was 
led to give prominence in his system, to what is termed organology ; au 
analysis, which, however much it may have promoted our knowledge of 
mental processes, has induced many scientific and logical minds to reject 
Phrenology ; because the parts of the brain pointed out as distinct organs, 
are parts of a whole, and marked only by an orderly and limited difference 
of conformation. 

From the observations which were the basis of Dr. Spurzheim's classi- 
fication, he was led to deny that man can know God, and to characterize 
the Spiritual faculties as blind sentiments, and even to include in his enu- 
meration of those sentiments several which are in fact a part of the 
Intellectual group. 

When we unfold one of the hemispheres, and examine the organic 
position of the different convolutions, the functions of which external 
observation has shown, we find that they are arranged in a fixed 
ordor of internal contiguity, in a single series, the largest convolutions, 
being seven in number, forming the middle portion of the unfolded band, 
the medium sized convolutions forming one end of the band, and the smallest 
convolutions forming the other end. The central and largest convolutions 
are those which external observation of development has ascertained to bo 
the instruments of spiritual or moral qualities, and, in their full exercise, 
they are found to correspond with the spiritual gifts described in the Holy 
Scriptures. This lobo of the brain is found to have but little sensuous- 



OF EDUCATION. 29> 



Classification by the Facts of Anatomy and of Human Life. 



communication, except through the adjoining lobes or ends, which form 
the other two groups we have described. The medium-sized convolutions 
upon one end, (forming the seat of the Propensities, both animal and 
intellectual), which, when enfolded in the enc.ephalon, occupy the back 
part and lower sides of the head., and the smallest sized convolutions 
upon the other end, (forming the seat of the Intellect), which, when so 
enfolded, occupy the front part of the head, each have sensuous con- 
nections through and by the nervous system. 

These facts indicate the existing classification of faculties, as ordained 
by the Creator in the organization of the brain. The manifestation and 
influence of these three groups of faculties,, the Social and Animal, the 
Intellectual, and the Spiritual, seen in the history of Man, under Barbarism, 
Civilization, and Christianity — the characteristic power and function of 
the Spiritual group as delineated in the Scriptures, and realized in the 
consciousness of the Christian — and the contrast between men in worldly 
society, and the requirements of Scripture andi example of Christ, — con- 
firm my classification, and give profound significance to it. When we 
inquire what, in mental analysis, is depravity, and what are the new birth 
and the influence of the Holy Spirit, the central facts of personal reli- 
gion, we see that the true life of man requires the predominant activity 
of these central faculties made sentient by the power of God, the Holy 
Ghost, upon the soul, and that His will, thus manifested in them, should 
subordinate the Intellect and the Propensities to His Grace. 

But as I have said, the labors of both Gall and Spurzheim were limited 
to the task of developing Phrenology as a physical science. The fact 
of the correspondence of the organs of the brain with the faculties of 
the mind engrossed their attention ; and the development, in detail, of 
the important laws of spiritual life, which should always be considered 
in connection with the physical facts, (many of which were first sug 
gested by Dr. Gall,) was left for future writers. 

I say, then, that the facts of which Phrenology should take note are 
partly physiological, and partly spiritual; that is, some have their 
origin in peculiarities of physical organization.; and others in certain 
conditions of spiritual life already referred to ; and that both these- 
realms of truth, the physical and the spiritual, must be fully explored 
by all who would wisely and successfully apply Phrenology to the art of 
Education. In our presentation of the subject in its spiritual as well 
as physical aspect, it claims its true place as a science. 

II. " If so, would not Education if Based upon it, Take Cognizance, as the 
Foundation- of its Discriminations and Adaptations, of Exclusively 
Physical Peculiarities ?" 

This question has been already answered by the preceding re- 
marks. A true system of education does not confine itself to the con- 
sideration of physical peculiarities. It studies these with care, and i 3 . 



30 SCIENTIFIC BASIS 



Description of the Organic Form of the Hemispheres 



guided by thorn in the larger number of its processes and modes of opera- 
tion. But it recognizes the greater truth that man is not merely a living 
body, but that he is a spirit acting through an organized body ; and it 
seeks to inform itself of his spiritual, as well as physical nature, and 
to deal with both natures by processes appropriate to each. 

There is, it is true, a large field of labor in education, in which physical 
laws aro the principal guides. But there is also a field of labor — also 
processes — in which spiritual truths must be recognized and followed, as 
the most important. 



CHARACTERISTIC DISTINCTIONS AMONG FACULTIES. 

Among the general principles relative to the qualitative character of 
different parts of the hemispheres of the brain, there are several which 
should be stated before I proceed to speak of the distinctions in the facul- 
ties with reference to physical and spiritual laws, and of Temperamental 
differences. 

These I shall 'present more fully in answer to the inquiries in the 
second part of your letter. I only stato them briefly hero. 

1. Each hemisphere is composed of three lobes or groups of convolu- 
tions, distinguished from each other, both by anatomical evidence of their 
sensuous connections, and by their contrasted functions. They are the pos- 
terior, the anterior, and the upper group, manifesting, respectively, the 
passional faculties of the mind, which are termed Propensities, the intelli- 
gent faculties, which are termed the Iutellect, and the sentient or moral 
faculties, which I term the Spiritual group. 

2. The nerves of sensation from the posterior column of the spinal cord 
and the thalamus more immediately communicate with the posterior group 
or Propensities ; and here the natural and sensuous forces of the mind have 
their seat. The Iutellect or anterior group is called into action both by 
the Propensities and by the nerves of special sense ; aud the passional 
desires of the mind, both selfish and social, thus become intelligent. 
The Intellect, by presenting and individualizing external objects of de- 
sire or necessity, re-acts upon and stimulates the Propensities. 

3. The uppor lobes, lying together along the median line in the crown of 
the head, have anatomically less immediate and full communication with 
the sensory and motor tracts thau either of the other lobes ; and these aro 
the seat of the higher functions of religious impressibility and susceptibility. 

4. The part of the hemispheres having more immediate relation to nu- 
trition and voluntary motion are the convolutions contained in a central 
transverse core from ear to ear. This part comprises three exterior 
convolutions upon each side, — viz : — Alimentiveness in front of the ears, 
Destructivcness between or above the ears, and Combativeness behind 
the ears, — and also the interior convolutions of the Desire to Live. This 




3E 




Hll 




Photographic View (cut in wood) op the Phrenologic Bust op 

Washington. — No. I. — Right side.— General localization of the three 
Groups. The largest letters representing the Spiritual Faculties, the 
next in size the Animal, and the smallest the Intellectual Faculties. The 
organs of the Propensities are in the hack and side of the head, extending 
forward to and in front of the ear. The Intellectual faculties are in the 
region of the forehead and temples. The Spiritual faculties, in the coronal 
region, above both the other groups. 

The curved lines around the head in this and the following views, are 
merely a diagram to aid the eye in recognizing the characteristic upward 
and backward direction of Washington's cerebral development. — See pp. 
16,117,118. [To face p. 30.] 



OF EDUCATION. 31 



The Faculties of Restraint. Intercommunications of the Faculties. 

part of the brain, especially the convolutions of Destructiveness and the 
Desire to Live, are the convolutions most closely connected with the 
medulla oblongata, and are the executive faculties, through which physi- 
cal force of outward manifestation is giveu to the qualities of other parts. 

5. The part of the hemispheres having more immediate relation to pas- 
sional mental restraint, or the coutrol of action and the retention of powor, 
voluntary or involuntary, are the convolutions occupying a region above 
and behind the ears. This rauge comprises the faculties of Cautiousness 
aud Secretiveness; there are two other restraining faculties, which being 
of a Spiritual nature are properly influenced only through Godliness. 
The two first named are among tho Propensities, and the others, lying 
vertically above them, in the top and back of the head, are the posterior 
convolutions of the Spiritual group.' These four pairs of faculties, I term 
the Restraining Faculties. 

For the purposes of the present inquiries, it is not perhaps necessary 
that I should develop the anatomical description of the numerous, distinct 
convolutions which Drs. Gall and Spurzheim designated as the instru- 
ments or organs of some of the mental functions I am about to describe. 
But I may say, that by careful anatomical dissections, conducted under my 
own eye, I have become convinced of the existence of the individualized 
organs, as such, in the composite or unified form which constitutesthe brain. 

I cannot better indicate to the reader the general manner in which these 
organs of the brain are connected with each other, than in the words of 
Dr. Spurzheim (Anat. of Brain, p. 188.) " It is extremely interesting to 
trace the connection of the different cerebral masses composing special 
instruments. These connections explain the mutual influence of the 
faculties. The organs of analogous powers are regularly in each others 
vicinity ; the convolutions that compose them even run into each other. 
The organ of Philoprogenitiveness communicates with that of Inhabitive- 
ness, and with that of courage (Combativencss) ; the organ of courage 
communicates with that of attachment (Adhesiveness) ; and with that 
of Destructiveness. The organ of Secretiveness communicates imme- 
diately with that of Destructiveness, and with that of circumspection 
(Caution) ; the organ of Benevolence communicates with the organ of 
Veneration (Reverence) ; the organ of Firmness is in communication 
with those of all the faculties around it — Veneration, Justice, and Self- 
Esteem ; the organ of justice runs into that of the love of acquiring (Ac- 
quisition) ; this is connected with that of construction (Constructiveness) ; 
the organs of the Perceptive Faculties are all linked together as are 
those of the reflective powers in like manner ; the organ of artificial 
language is placed across the organs of the Intellectual Faculties gener- 
ally. Thus the especial Design which God has taken to establish 
communications between the cerebral parts cannot be overlooked ; and as 
I have already said, it is this arrangement that enables us to understand 
the mutual influence of their respective functions. " 



32 SCIENTIFIC BASIS 

Fundamental Distinction between the three Groups of Faculties. 

Let me now draw the lino of distinction between the different modes in 
which the human faculties act, and indicato the distinctions of treatment 
which these modes require. 

The law by which the faculties act in groups is of fundamental im- 
portance to intellectual education; and a full and constant attention to it 
enables us to correct tendency toward error, observable in the teachings, 
not only of many phrenologists, but of other intellectual philosophers. 

The first step toward understanding the activities of the faculties is to 
know that by nature in the fallen State of man, their force resides in the 
Social and Animal Propensities, which are situated in the base of the 
■back part of the head, within and above the occipital bone and the lower 
part of the parietal bones ; while the Intelligence resides in the Intellectual 
Faculties, beneath the frontal bone, in the front part of the head ; and the 
moral qualities and Spiritual disposition, which are the higher nature, re- 
side in the upper part of the head, within the parietal bones. 

The Propensities have an predetermined passional activity of desire, 
stimulated directly by the general organic sensibility, and indirectly 
through the organs of special sense, which communicate with the Intel- 
lectual faculties. This phase of mental activity is the universal law in 
children ; and therefore the desires of the Propensities must be regulated 
and directed by education. The Intellect depends for its incipient action 
and stimulus on the outward influence of the senses, which act through 
the Perceptive faculties, and on the inward, conscious desires of the 
Propensities ; and, therefore must be cultivated and instructed. The 
Spiritual Faculties being naturally dormant, having inherited the sleep 
from Adam, must be awakened ; for as in Adam all men died, in Christ 
they all shall be made alive. This constitutes the phenomenal aspect of 
the individuality of the soul, by changing the predominant action from 
the Propensities to the Spiritual faculties which constitute the being 
man, a living soul. 

The faculties have been individualized too much; the mind has 
been delineated as if it were a subject on the dissecting table, to 
be separated into parts, and studied only in its distinct functions; 
whereas, the faculties ought to be viewed, chiefly, as constituting 
a living whole, while the phenomena of their activity should be 
studied as composite organic acts. Herein, the methods of Dr. 
Gall were superior to those of Dr. Spurzheim. In all my views 
upon this subject, I am girded by the predominant fact of the associa- 
tion of the organs into groups ; and I would caution all against the error 
of studying individual activity, without attention to the individuality 
of the soul and the combination of the faculties by which is obtained 
all normal action, and to the fact that the faculty preponderating in 
quantity in any group gives its character to the group, and that the 
special character of the associated mental operations is indicated by the 
form of the group in its composite shape. 






I! I /Kfe C~T > ^ ^ ' 




Photographic Virw (cut in wood) of thk Piikenologk: Bust of 
Washington.— Ac 2 — Eight three-quarters back. — General localization 
of the Propensities, ami the Restraining Faculties of the Spiritual group. 
In the lower part of the head the region of the Propensities in either hem- 
isphere is shown. In the upper part of the head, the region of the Spiritual 
faculties is shown, presenting the Meditative cluster prominent in this 
view. The lettering which indicates the general re-ions of the groups is 
prominent in this view, while the names of the special faculties, which are 
given in detail upon the other side of the bust, are more fully seen in view 
No. 5, p. 34.— See pp. 16, 117, 118. 

[To face p. 32,] 




' 




# c -v 



<J> 






^mv^^i 



■■■;-'- 



Photographic View (cut in wood) of thk Phrrnologic Bust or 
Washington. — No. 3. — Right three-quarters front. — Localization of the 
Intellectual Faculties, nml the Intuitive cluster of the Spiritual Group. 
In the region of the forehead and temples the locality of the Perceptive, 
Conceptive, and Combinative clusters, respectively, which together form 
the Intel ectual group, is shown. In the upper part of the head, the region 
of the Spiritual faculties is shown, presenting the Intuitive cluster prom- 
inently in this view. 

The lettering which indicates the goner 1 regions of the groups and clus- 
ters i-tmore prominent in this view, while the names of the Special facul- 
ties, which are given in detail upon the other side of the bust, are more 
fully seen in view No. 4, p. 33. — See pp. 16, 117, 118. 
[To face p. 33.] 



SPIRITUAL. 



9 







^ 



ff 







Photographic View (cut in wood) of the Phrenologic Bust o 
Washington. — No. I — Left three-quarters fror, .—Localization of tli 
faculties of the ihree groups as exhibited on the left Hemisphere. Th 
special locality of each faculty of the Intellectual Group is seen i 
the cerebral form manifested in George W ishington. In the brow are tli 
Percep'ive faculties, viz: Individuality. Language, Form. Size, Weigh 
Eventuality, Locality. Color, and Order. In the upper part of the fore 
head the Conceptiv« faculties, viz; Comparison and Casuality. In tl 
temples and sides of the forehead, the Constructive faculties, viz: Tim< 
Tune. Calculation, Constructiveness, Mirthfulness, Ideality. Acquisitiv< 
ness. 

The Intuitive P icui ties in the Spiritual group are also seen in this vie? 
viz : Brotherly Kindness. Spiritual Insight, Aptitude, and Hopefulness 
The position of the central faculty of Godliness, in die apex of the hea< 
is also indicated. — See pp. 30, 111. 112, 117, 118. 
[To face p. 33.] 



OF EDUCATION. 33 



Classification of the Facilities according to the foregoing Views. 



The following aro the throo groups, and the faculties composing them 
so far as the functions of the convolutions have yet been ascertained, 
Except in the first group, the names employed for the faculties aro those 
given by Dr. Spurzheim. 

GROUP I.— T/ie Spiritual Faculties: — Meditative and Intuitive. 

1. Godliness. 

2. Brotherly-Kindness. 3. Steadfastness. 

4. Righteousness. 5. Hopefulness. 

6. Spiritual Insight. 7. Aptitude. 

Group II. — The Intellectual Faculties: — Combinative, Conce.ptive, and 
Perceptive. 

1. Individuality. 2. Language. 

3. Form, (or Configuration). 4. Size. 

5. Weight. 6. Eventuality. 

7. Locality. 8. Color. 

9. Order. 10. Comparison. 

II. Causality. 12. Time. 

13. Tune. 14. Calculation. 

15. Constructiveness. 16. Mirthfulness. 

18. Acquisitiveness. 

—Social and Animal. 

2. Amativeness. 
4. Philoprogenitiveness. 
6. Adhesiveness. 
8. Self-Esteem. 
10. Approbativeness. 
* Desire to live. 

In giving this enumeration of faculties, I must not be understood as 
representing it as complete. I am not among those, if any such there are, 
who believe that Phrenology and Physiology have reached limiis beyond 
which they cannot pass. The investigations upon which a knowledge of 
all the faculties is to bo based, are not yet completed. There are convo- 
lutions whose functions are yet to be ascertained, which if satisfactorily 
done, will throw much additional light upon the analysis of the mind, by 
presenting the organic conditions of some elements of mental character, 
for which the combinations of the exterior convolutions do not fully ac- 
count. The results, too, of Dr. Spurzheim's anatomical investigations 
in respect to the faculties interblending and running into each other, indi- 
cates that more extended observations of anatomical structure are neces- 
sary, to determine to what extent diversities or variations in this connection 
of organs exist in different brains. If such diversities exist, they should 
be investigated before we ehall have a full and clear analytic individualiza- 
tion and definition of the faonlties that are already known. 

5 



17. 


Ideality. 


Group III 


. — The Propensit 


1, 

3. 
5. 
7. 
9. 
11. 


Alimentiveness. 

Destructiveness. 

Inhabitiveness. 

Combativeness. 

Secretiveness. 

Cautiousness. 



31 SCIENTIFIC BASIS 



Order of dealing with the Faculties in Education. The Restraining Faculties. 

Iii my classification, I place the groups in the order of their importance 
and due predominance in the matured character, in a Christian and civilized 
community. Iu practical education, however, they are to be dealt with, 
in point of time, in the inverse order. The Propensities must first be 
brought under control and regulated ; and the training of the Intellect, 
and securing the conditions for awakening the Spiritual disposition, are 
duties to be successively commeuced, by means of the ascendency which 
the Propensities afford. The order of Education is, to enter the child's 
mind through the Propensities, (the activity of which depends upon the 
desires,) thus securing control ; by their natural, predetermined force, to 
develop and regulate the Intellect ; and by moral instruction prepare 
the way for the awakening of the Spiritual faculties, that in the end they 
may predominate, guiding, regulating, and cultivating the Intellect, and 
holding the desires of the Propensities in check, thus making the whole 
mind the fit temple of the Holy Ghost. It might appear to some that on 
this account, education is not required to deal with Spiritual truths. This 
is not the case, for to the teacher all these truths are of the very highest 
importance, and the preparation of the minds of children for these truths 
is the highest object of education. 

Since the activities of the Intellectual Faculties depend for their force 
on the Social and Animal Propensities, it becomes the object of Education 
to manage these forces, and to direct them to useful purposes. There 
must be the attention of a teacher, to awaken the faculties of the child to 
activity. 

That the teacher may secure the attention of the child, he should have 
regard to temperamental affinities, and the physical and perceptive sen- 
sibilities. In order to regulate the activity of the faculties, thus awakened, 
and to fix the attention of the child, and invite-or compel perseverance 
of effort, it is necessary for the teacher to appeal to those faculties in the 
child's mind which possess a power of restraint over the other faculties, 
and by which the child's capacity for continuity of mental application 
is sustained. 

The restraiuing faculties are four in number, — Cautiousness and Secre- 
tiveuess, which are among the Propensities, and Conscientiousness (or 
Righteousness), and Firmness (or Steadfastness,) which are in the Spirit- 
ual Group. The latter have but little influence upon the mental disposi- 
tion in childhood, and it is upon Cautiousness and Secretiveness that we 
must chiefly rely in education, for securing attention, restraint, and the 
will of the subject ; for they are in the group iu which the natural forces 
reside. These restraining faculties, however, when not directed, act 
against the teacher by selfishness, rather than in his favor. He must 
first secure their aid, either by obtaining the good will of the pupil by 
adapting himself to the desires of his Propensities, or by obtaining con- 
trol of his self interest through fear. 



SPIRITUAL 



/ 








Photographic View (cut in wood) op the Phkenologic Bust of 
Washingtun. — No. 5.^-Left three-quarters bark. —Localization of tho 

The 

seen 

Mioy are 

Alimentiveness, Destructivemss, Inhabitiveness, Combativeness, Seere- 
tiveness, Cautiousness, Amativeness, Philoprogenitiveness, Adhesiveness, 
Self Esteem, Approbativei ess. The organ of the Desire to Live is an 
interior convolution, and its position cannot well be indicated on the ex- 
terior of the bust. 

The Meditative faculties in tbe Spiritual group are also seen in this 
view, viz: Steadfastness, Righteousness, and Hopefulness. 



Cau 
and 



ew, viz : oieaumsiiiess, ivignteousness, aim nupuiuiuess. 
The position of the Restraining faculties in each group is also sc< n, 
lutiousnessness and Secretiveness in the Propensities ; Righteousness* 
d Steadfastness in th^> Spi itual group. — See pp. 30, 115, 128, l.'U. 



[To face p. 34.] 



OF EDUCATION. 35 

First impressions upon the Scholar by the Teacher. Sympathy in Discipline. 



Hence, while securing restraint through the faculties of Cautiousness 
and Secrctiveness, we must, in order to maintain attention and continuity, 
and control the will of the suhject, rely on Self-Esteem, the Concentrative 
force, and on Adhesiveness and Approbativeness, as well as on the out- 
ward pantomimic activity which appeals to the sensuous life of the child. 

First impressions, temperamentally considered, made upon the scholar 
by the teacher, are of paramount importance as affecting their subsequent 
intercourse. Every observant teacher will have noticed that different 
modes of approach must be adopted with different children ~, whilst an 
introduction to one at a bounteous breakfast, or over a hearty dinner- 
table, will secure a preference, a quiet conversation in a retired nook or 
corner, will tend to secure the permanent affection of another ; and whilst 
the warm regard of one class may be gained by freely mingling in the 
sports and hilarity of the play ground, a reserved and taciturn air will 
obtain the confide ice and respect of a different class. The restra ; ning 
faculties of the Propensities are pre-eminently selfish or self-asserting; 
and to gain ascendency over a child in whom these faculties are pre- 
dominant, the teacher will have to subordinate them by force or by love. 
Force, if used, must be sympathetically applied ; and if love be used, 
the teacher must at the same time maintain that authority centralized in 
himself, which will command respect. 

The term " love" in this connection, is used iu an enlarged sense, and 
implies a sympathetic susceptibility on the part of the teacher, in the suf- 
fering the child endures from the infliction of punishment ; and this sym- 
pathy must be so clearly manifested that the child cannot fail to perceive 
and acknowledge it. The influence of such an exhibition of feeling must be 
attended with the happiest results. For, even though tender and immature, 
the sensuous mind of the child, delicately influenced, as it is, by vivacious 
outward expressions of feeling, either of pleasure or pain, will appreciate 
this manifestation of suffering on its behalf, aud when it sees that the 
infliction of punishment is painful and distressing to the teacher, on its ac- 
count, and does not arise from a selfish desire to gratify angry passions, a 
sense of grateful obligation will be awakened, rather thau emotions of re- 
vengeful dislike, and a determination will be formed not to wound again 
one who sympathises so acutely in its own sufferings. 

And as this regulated sympathetic seusibility can exist only as a moral, 
persuasive influence, and then only to a limited aud partial extent, in an 
unconverted teacher, how important it is, that the power of the Holy Spirit 
should be shed abroad in the hearts of those to whom the education of the 
young is entrusted. 

It is necessary to observe, however, that the love which arises in 
the child's mind is that of the selfish and social faculties, which 
are grouped together in the Propensities. Appeals to moral grounds, 
in the first instance, fail to have any direct bearing on the child, until 
the teacher has secured its confidence, respect, and docility, which 



36 SCIENTIFIC BASIS 



Motives by which Children may be Controlled. Cultivation of Executive Force. 

can bo done through the Propensities by the aid of the Intellectual 
faculties. Through the faculties of self interest aud social happiness, which 
are in the group of the Propensities, the teacher may acquire, as far as a 
stranger can, the temperamental as well as the mental influence possessed 
by a parent, the origin of whoso power is iu tho natural, instinctive 
sensuous activity of the temporaments and these sensuous faculties. To 
this end a wholesome fear is necessary, both for immediate control, and 
for tho ultimato development of a Godly fear, which will depend upon tho 
awakening of the spiritual disposition. 

In the choice of the motives by which the teacher will endeavor to at- 
tain this control, he should, in general, give preference to the upper 
range of the Propensities, —w'z : Cautiousness, Approbativeness, and 
Self-Esteem,-— which lie contiguous to the Spiritual Faculties of 
Righteousness and Steadfastness. Cautiousness can generally be best 
awakened in tho pupil by appealing to the next contiguous faculty in tho 
same range, — viz : Approbativeness, or if this is not the next largest, 
to Self-Esteem. If the teacher allows the lower range to be most 
actively exercised, he increases tho difficulty of training tho Intellect ; for 
Secretiveness tends to make tho child selfishly watchful and sly, and 
Combativeness is tho rebellious spirit. Tho natural tendency to active 
development in boys is in this direction. In girls the predetermined ten- 
dency to development is in Philoprogenitiveness and Adhesiveness 
and in the upper range, viz : Approbativeness, Cautiousness, and Self- 
Esteem. It should not, however, be forgotten, that the fear awakened in 
a child's mind, although necessary, is a selfish fear, and not to be trusted 
to control the child when it is not conscious of the teacher's cognizance. 
Fear, or Cautiousness, is but one faculty ; and it will bo understood that 
the largest quantity of brain matter, or number of faculties or motives, 
that a teacher has in his favor, the easier it is to command. 

Some children, however, from inherited organic form, insufficient means 
of growth, or a sentimental and unpractical home training, will be found 
deficient in this lower range of Propensities. In such cases, the teacher 
should call them into exercise. Tho boy may be encouraged to destruc- 
tive sports, such as fishing and gunning, to kill his own food, thus develop- 
ing Destructiveness, Alimentiveness, and Combativeness, so that he may 
have greater executive force of character. The more humane way to at- 
tain the same result, is to put the boy into the society of boys in whom those 
faculties aro large, by whom he will be compelled to defend himself and 
exercise executive power, and to encourage him to take his own part. 
This training tends to give greater practical vitality, energy, and versa- 
tility ; but, except where it is necessary for correcting absolute deficiency 
this gain may bo at the expense of intellectual talents and attainments. 
By a knowledge of these sensuous faculties, which will be more fully dis- 
cussed iu answer to the later questions, the teacher may intelligently gain 
possession of the will of the child, whether it be centralizsd in the socia 



OF EDUCATION. 37 



Faculties may be considered Individually ; but tlmir action is As»ociate. 

faculties, loading the child to be tractable, or whetlier it be centralized in 
the personal faculties, loading tho cliild to be self-ass rting. lie will use 
for that purpose such faculties as tho child's organization and needs of 
development indicate to be most proper ; and by moans of this ascendency 
will be enabled to train the faculties in tho Intellectual group, develop- 
ing their powers, according to a proper order, and preparing the way for 
tho maturity of the whole being. 



CHARACTERISTIC ACTION OF THE FACULTIES. 

The activity of a human faculty may bo theoretically considered either 
as individual, or as associated. It might bo in fact individual, if 
it could spring from and express, merely tho vigor of the faculty itself, un- 
influenced by any other faculty, either of the same, or of a different group. 
But,as we have seen, each faculty is associated with tho surroundingfacul- 
ties contiguous to it, and is moro individualized, only in proportion as sur- 
rounding faculties are less dovelopcd. It is modified by tho action, 
whether restraining or non-restraining of another faculty of the same 
being and in the same group, and quite changed or compounded in 
character by a faculty in either of the other two groups. 

Although the activity of tho mind may be centralized in one faculty, so 
that the qualitative character of that faculty predominates in tho mental 
act, mental activity is not engrossed in one faculty to the exclusion ot all 
others. The external act resulting lrom an activity of the mind is depen- 
dent upon the executive influence of the faculty of Dcstructiveness. The 
internal or mental act is the peculiar condition or composite activity of the 
whole mind, apparent in tho organic form of the brain, and in the panto- 
mimic phases of expression. 

An instance of individual activity, in actual life, would bo monomania. 
What is meant by individual activity is, that in analyzing the mental pro- 
cesses, we are to have regard, first, to the activity of each faculty, con- 
sidered by itself, bearing in mind its size, the group to which it belongs, and 
the group in which the largest faculties may be. But the observer must 
keep in view, secondly, that the force, activity, and restraint, are naturally 
centralized in the Propensities, with modification by temperamental dis- 
position ; thirdly, that all mental action is composite, and modifications 
of activity are produced by associated faculties, in their combination; 
fourthly, that further modifications are produced by tho sympathetic 
action of other minds ; while lastly, the most important modifications are 
produced only by the Grace of God in the soul, manifested through the 
Spiritual group, giving, by tho meditative part of that group, illumination 
and provenient knowledge, — prophecy. 

Now the organs of these mental processes, as they are actually 
presented to us, we perceive to be associated in three groups, — 
those of a congenial nature being together ; — and the faculties 



38 SCIENTIFIC BASIS 



Physical peculiarities of the Organs. Examination of Individual Faculties. 

belonging to eaoh group, wo perceive to bo usually in action simul- 
taneously, one or tho other predominating, while its associates co-operate 
with, and stimulate or restrain its action. The mental act thus exhibited 
is the result of the compound action of the faculties so associated, 
(whether they belong to the same or either of tho different groups), not 
the independent act of one. 

In our analysis, the character and activity of any faculty, individually 
considered, must bo regarded as chiefly depending upon the phy- 
sical contour, shape, and structure of the brain organs. The peculiar 
form of the organ must receive careful attention, both as to height, 
breadth, and shape, aud the direction of development from tho given 
centre of the head in a line passing through the ears. If either side of 
the organ predominates, the organ is modified upon that side, by the in- 
fluence of the organ next to it. This constitutes the endless variety in 
each organ, aud gives rise to the variety' of manifestation. 

Not only, however, the structure and size of tho organ, but also the 
temperamental tone, the period of life, the health, the supply of natural 
vital force, the degree of imparted grace, — all these qualities taken 
together, form the conditions on which tho individual activity of each 
faculty depends. As the explosion of powder depends for its effect, 
not alone on the quantity of the powder, or its fineness of quality, 
nor on the size of the grain, or the degree of compression, or the shape 
of the instrument, but upon all these things in combination, so also the 
energy of a faculty depends upon the physical qualities of the or- 
gans through which it acts, and the temperamental conditions of the 
bodily organization, in accordance with the general law to which 
I have made reference, that temperamental conditions being equal, 
the size of the brain is only a measure of its power, its activity is 
the measure of its influence. 

Our kuowledgo of the associate action of the faculties depends largely 
on the observation of the relative size of the contiguous faculties in 
their special order in groups; the facility with which they interchange 
and continue effects upon each other depends on the general structure 
of the brain and tho special structure of the faculties, on their relative 
vigor as compared with each other, and as measured by that of the 
organs, and on the influence of the temperaments. 

Hence, in our examination of tho individual activity of the 
faculties, we must observe which is the largest group, (that giving 
general character to the mind), and which is the predominant faculty 
in the group, (this giving mental character in the group in which 
it appears), and we must also consider the physical peculiarities 
of tho organic structure of the brain, and the phases of quality of men- 
tal action arising from the combination of temperaments in the person in 
question, whether more acute, by reason of predominance of the Nervous, 



OF EDUCATION. 39 



Regulation of Temperamental Growth. Relation of Faculties and Organs. Spiritual Life. 

or more warm from the Sanguine, or more placid from the Lymphatic, or 
more firm and metallic from the Bilious ; and the result should be consid- 
ered with reference to the nge and previous culture of the individual. 

Age and period of life, in which the temperaments of the body 
alternate, have a marked influence. In infancy, tho activity of the 
Propensities predominates with the Lymphatic temperament, in de- 
veloping tho body in growth, and this temperament, wheu interven- 
ing between the Nervous and Bilious, or between the Sanguine, if 
that bo predominant, and either of the others, can bo increased or 
diminished, when properly understood, so that inheritable predispositions 
may be suitably regulated by parents or the teacher, before the period of 
puberty. From puberty to manhood, or middle age, the Intellectual life 
becomes settled or mature ; from middle life to old age, tho Spiritual 
Faculties tend to take precedence, by the declining activity of the 
Propensities ; and each of these epochs has an important general in- 
fluence in directing tho faculties. 

In this realm of inquiry into the individual and associated faculties, 
wo have not referred to the Spiritual life implanted by tho Holy Ghost, 
but have been mainly guided by the physical peculiarities of the pre- 
dominating organs of the brain, — whether considered individually or as 
co-operating in one and the samo composite act, — and by tho physical 
peculiarities of the temperaments. 

Although we thus deal with the organs as indications of the qualitative 
character and of the order or predominance of the faculties, we are not to 
regard the faculties as the products or results of the organs. The organs 
are the conditions but not the efficient causes of the mental functions. 
Dr. Gall defines an organ to be " the material condition which renders 
possible the exercise or the manifestation of a faculty." And he adds, 
"According to this definition, it may be conceived that no exercise of a 
faculty is possible without an organ, but that the organ may exist with- 
out the faculty to which it belongs, being put into exercise.'* 

We recognize in the soul, an existence independent of, and superior to the 
brain organ. Tho physical condition, which tho organ constitutes, limits 
the manifestation of the corresponding faculty only in respect to its quali- 
tative character. There is also a predisposition to activity in special 
faculties arising from inherited size and structural order of tho organs, 
and from the fact that the nerves of sense have immediate communication 
with the organs of the sensuous faculties, the Propensities and Intellect, 
through which the mind is made subject to sensuous influences. This 
subjection, which does not result from defective organization, but from 
engrossment of the mind in external and sensuous objects, is the fallen 
condition of man. Hence the necessity of Divine influence, to awaken 
the soul to spiritual life, in the faculties which are manifested through 
the organs of the Spiritual group, which have not the same direct sen- 
suous communications. God acts directly upon the soul, giving light, by 



40 SCIENTIFIC BASIS 



Bymp&thetic Action. The Mother's Sensibility. Wliy Religious influence is Irksome. 



the faculty of Godliness, through the Spiritual group of faculties. Man's 
actions proceed from his Propensities in combination with the Intelloct 
and the moral sentiments. 

The impressible and sympathetic activity of the faculties must, there- 
fore, next be considered ; and in this realm, physical laws no longer guide 
us, but wo must have recourse to spiritual ones. For, so far as the 
activity of the faculties is sympathetic, it depends on the relations 
established between the soul and other beings, and on the power and 
direction in which those influences of others are acting, which stimulate, 
check, or otherwise act upon the faculties of the individual, and these, 
in their higher and proper order, follow spiritual laws. When the Holy 
Ghost thus influences a mind sympathetically disposed, the influence is 
direct and all-absorbing, and may bo said to change the nature of the 
faculties and the whole being. Neither class of laws, however, can be 
adequately understood without reference to the other. Their opera- 
tion is inseparably interdependent in the human life. The peculiar 
phases of the existing combination of temperaments, as well as the pecu- 
liar order of cerebral organization, qualify the external manifestation of 
the sympathetic and moral qualities. 

Up to the ago of seven, more or less, varying in accordance with the law 
of inheritance, tho work of education naturally depends upon the mother 
for its sympathetic continuance. At the period when tbe mother's respon- 
sibility diminishes, tbe tkaciikr takes it up, and should commence aud con- 
tinue it under the same conditions of delicate physical sensibility, and tem- 
peramental sympathy., which result from the characteristic lacteal lym- 
phatic temperamont of woman. 

In our fallen nature, the Social and Animal Propensities, with 
only a qualifying iufluonco from higher sentiments, ordinarily possess 
control, both of tho teacher and tho scholars ; and the conflicts arising 
from tho predominance of these self-assorting faculties, make the voca- 
tion of teaching most difficult and wearisome. And where tho Spiritual 
faculties are predominant in tho teacher, ignorance of the temperaments 
and of the science of the mind will lead him to neglect the power he 
possesses in this respect, or render him unable to apply it with the 
sympathy in sensuous conditions, which is necessary for securing control 
of the Propensities of the child. 

Hence the influence of the religious father or teacher is so commonly 
irksome to the child; while the sympathies of the mother, which are 
divinely ordered in sensuous attention and in the predominance of the 
faculties of Pluloprogenitiveness and the other Social Propensities, are 
congenial to him. 

When Christianity is properly understood by parents and teachers, 
and the influence and guidance of. the Holy Spirit is humbly sought 
in intelligent conformity to the laws of tbe mind, the Spiritual, Social, 



OF EDUCATION. 41 



Necessity of Spiritual Faculties to the Teacher's work. Boyishness of Character. 



and sensuous sympathies may be made unitedly and harmoniously active. 
This is Uio great and immediate necessity of Society in respect to 
Education. 

A limited and partial success, in teaching, may be attained by 
natural gifts; but however great the natural gifts of the teacher, and 
however earnest his efforts, his success, especially in the higher depart- 
ments of moral and of spiritual training, will be limited and partial 
only, unless, as a means of acquiring power, he is under relations of sym- 
pathetic influence by the Holy Spirit; and unless, as a moans of ex- 
erting it, he is under similar relations with those whom ho teaches. 
The true teacher is born of the Spirit, for his vocation. 

These relations of sympathetic influence are established through spirit- 
ual impressibility and susceptibility. In fact, as a means of education, 
these qualities are of paramount importance in the teacher. A child 
with moderate Firmness (or Steadfastness,) and Conscientiousness (or 
Righteousness,) if influenced by a teacher in whom these spiritual re- 
straining faculties are predominant, will do better than a child in 
whom these faculties are large, under the influence of a teacher in whom 
they are passive. 

In No. 1 of the Unit, you will find a delineation of the character 
of a gentleman, which furnishes a good illustration of the defects 
of any system of education which is not founded on the activity 
of the Spiritual Faculties. If they do not lead in the work of 
the teacher, under the guidance of the Holy Spirit, — if he does not find 
in the impressive and sympathetic influence of the Holy Spirit of God, 
the source of his power, and the stimulus of his activity, he is of 
necessity left to depend upon the Propensities as the impelling 
force in his character. What is referred to, in the character there 
delineated, as boyishness, is simply the predominant development of the 
Propensities, social and animal, under the Lymphatic and Sanguine tem- 
peraments, in the order of combination characteristic of the organization 
manifested in boys, — Alimentiveness, Destructiveness, Secretiveness, and 
'Combativeness ;— and with the sensuous quality given by large develop- 
ment of the nerves in immediate connection with the brain. These 
faculties are earlier developed than the Intellectual and Spiritual groups, 
and are, in themselves all-important to a manly character; but whenever 
they maintain a predominant influence after the age of puberty, over- 
ruling the moral qualities when the latter ought to acquire sway, the- 
character retains this phase of boyishness, although favorable circum- 
stances, social influences, temperamental character, etc., may restrain 
the individual from the evil courses to whioh they naturally tend. 

This sensuousness gives immediate force, energy, and momentum to 
the character, but exposes its possessor to great temptations; and this 
sensuous condition, when continued beyond the period of childhood, and 

6 



42 SCIENTIFIC BASIS 



Principle* affecting the Scheme of Education. The domain of Physiology. 

without the Spiritual disposition, is the seat of all that is vicious, de- 
praved, and criminal in human life. And thus, the result of a system 
which ignores spiritual influence as a source of strength to teachers 
is, that some of our most efficient and successful teachers must come 
from among those who are most strongly predisposed to temptations. 

III. " Would Not Education, then, as a Training and Developing Pro- 
cess, be Based in its Practical Operations, upon — 1st. Peadiarities of 
Temperament ; 2nd. Peculiarities of Cerebral Structure ? " 

I answer : that inevitably, and not by the intelligence of the teacher, 
it is already so based, in many of its processes and operations ; and the 
first requisite to more successful teaching is an intelligent attention to 
the peculiarities of temperament and of cerebral structure, and a scientific 
adaptation of the processes of instruction to those physical peculiarities. 

But education cannot be wholly based upon these physical conditions, 
We must recognize the fact that although physical organization is the 
condition, it is not the efficient cause of mental activity. Henco the pro- 
cesses of education must be based also upon an intelligent consideration 
of the stimulus and influence received by sympathy with other beings, 
through the Social, Intellectual or the Spiritual group of faculties. Of 
these external influences acting upon the child, the teacher should take 
care to be himself the chief, and this can only be fully and successfully 
done by a knowledge of the Spiritual laws to whioh I have referred. 

A survey of human nature, in the aspeot both of its physical organiza- 
tion and its Spiritual life, shows the chief progressive stages of human 
education, viewed in its largest and fullest sense, to be chiefly these : 

First. Such a culture of the physical organization as will carry the indi- 
vidual activity of the faculties, under favorable temperamental conditions, 
to the highest perfection consistent with their true proportional or harmon- 
ized action. This object is promoted, to speak in general terms, by 
affording the enjoyment of nutritious and healthful food, and suitable 
and varied exercise, both of body and mind, — by all those influences, in 
fact, which tend toward the vigorous action of the digestive system, 
the thorough jeration and vigorous circulation of the arterial blood, and 
sufficient bodily repose for the liver and the equalizing functions which 
it maintains, —thus supplying the proper harmonized conditions necessary 
for the most healthy growth and action of the brain. This is the domain 
of Physiology. 

Second. The proportional or harmonized development of the facul- 
ties, or rather of their brain organs, considered with due regard 
to their combinations in groups, clusters, and special associations. 
This object is promoted by all those methods which regulate 
the exorcise of the mind according to the order of the faculties, as 



OF EDUCATION. 43 



The Domain and Processes of Instruction. Social Science. Religion. 

numerically marked on tbe bust, and to their relations in groups, 
always noticing that the mind must be approached by and through the 
predominating faculty of the group, so as to get the attention of the per- 
son taught. In this way, we may enlarge and strengthen those organs 
which by nature are too small, and diminish in size or activity those 
which are naturally too large, thus establishing an equalized fulness of 
mental operation, and developing the faculties (in their appropriate 
groups and clusters,) in the proper order as delineated on the bust. This 
process approaches the mind first through the sensuous nature, and ac- 
cording to the various functions of special sense, viz : sight, smell, taste, 
hearing and touch. To give the most vigorous force to this process, 
children are trained together, thus bringing into play the social or family 
feelings, — viz : Adhesiveness, Philoprogenitiveness, and Inhabitiveness, 
and, subordinately to them, the power of Emulation, viz : Approbative- 
ness. This is the peculiar business of " Teaching," or "Education" 
in the restricted sense in which the latter term is popularly used. 

Third. The establishment and maintenance of such relations and 
social conditions among men, as that the individual shall live, as much 
as possible, under conditions of sympathy with those of his fellow men 
whose faculties are acting in the order of their proper develop- 
ment, and who are in a condition of susceptibility to the influence 
of the Holy Spirit ; and (bathe should not be influenced by sympathy with 
those whose sensuous and sinful habits would lead him astray. This ob- 
ject is promoted by all those methods which draw men together in the 
common and sympathetic prosecution of a worthy purpose ; by the 
organization of meetings, and of institutions for co-operative action ; by 
customs and usages which excite emulation and ambition; and by the 
sequestration of the criminal and vicious from the general society of 
men. This is within the scope of Social Science. 

Fourth. The establishment of such relations between the soul of the in- 
dividual and the Holy Ghost, that the direct influence of the divine Spirit, 
operating through Spiritual love, upon the human soul, may be recog- 
nized by man, and may be consciously and unhesitatingly accepted by him 
as the guide of his actions. In the attainment of this state, two things aro 
needed, — a susceptibility to the Divine influence, and a willingness to be 
influenced by it, and by thoso who are themselves under the same influence. 
All moral agents possess a degree of spiritual impressibility : to bo 
wholly without it, is to be not in the category of beings morally accoun- 
table. But it differs in degree, according to the activity of thePropensi* 
ties, and according to the culture the Intellect has received. Moreover 
ono individual may be highly susceptible to the Divine influence, 
yet, by his natural and inherited perverse will, may wholly resist it. 
Another may bo cordially willing to yield to it when recognized, yet 
able to feel it but feebly, by reason of long indulgence of the Propen- 



44 SCIENTIFIC BASIS 



The Domain of Ki-Ugion mid The Church. 



sitics and Intellect. A third may feel it fully, and yield to it cordially. 
Tho willingness to bo thus influenced comes through the inward con- 
sciousness of good and evil. 

To change tho natural unwillingness of man to yield sympathetically to 
the influence of tho Holy Ghost, into a cordial and earnest submission 
to it, is a work in which other men become merely instruments. It 
lies between the individual himself and tho Holy Spirit of God. 
Tho conditions under which this chango must tako placo are as the 
wind which " bloweth where it listeth." He gives Spiritual consciousness 
aliko to all who will receive life. But this chango must bo promoted by 
human agency ; and to do this — to bring to tho knowledge of men 
tho laws and methods by which God acts upon the soul, to acquaint 
them with the motives and reasons which should induce them to sub- 
mit to His influence, and to encourage them in tho effort to yield their 
faculties to His dominant control, is tho offico of Religion, and is the 
task especially committed to the Church of Christ. The science of the 
mind is the handmaid of true Religion. Tho present intellectual state of 
the world makes this objective knowledge of the mind of fundamental im- 
portance to Religion at this time. 

Education, as a training and developing process, should be based, in its 
practical operations, not alone upon the peculiarities of temperament and 
cerebral structure, but also upon the application of the foregoing prin- 
ciples, which are fundamental to the ultimate welfare of both teacher and 
pupil. 

These general principles aro the foundations of the answers which are 
to be given to the remaining questions in your letter. I will, in a short 
time, attempt the answer of tho remaining questions in detail. 

Very respectfully, 

JOHN HECKER. 



OF EDUCATION. 45 



Description of the Colored Illustrations of the Temperaments. 

[From Mr. Hecker to Mr. Kiddle.]. 

Henry Kiddle, Esq., 

Dear Sir : — In a former letter, I have answered the first three ques- 
tions proposed in your letter of Jul)'- 27th, and have shown that, inasmuch 
as there is a spiritual as well as a physical nature in man, the processes of 
education must correspond with this dual nature ; there must be a recogni- 
tion of the physical part, and a treatment of it by physiological methods, 
and there must likowiso be a recognition of the spiritual part, and a sub- 
jection of that to spiritual influences. Even at this intelligent poriod 
of the world, it is the error of all educators to confound theso two 
natures. 

I now proceed to answer the questions embraced in the second division 
of your letter, marked (A.) 

All the questions in this division relate to the temperamental conditions 
of tho body, and to the modifications which a just attention to the temper- 
aments introduces into tho means and processes of education. It is diffi- 
cult to describo in language only, that which should bo demonstrated 
practically ; but I will mako such explanations respecting them as I am 
able to do in writing. 

In my last letter I described a plaster bust which I have had 
made, to show tho phrenologic development to a better advantage 
than has heretofore been done. In a similar method I have prepared 
illustrations to show the temperamental peculiarities. They consist 
of four portraits of George Washington, each printed in oil colors, 
after designs in water colors, from photographs, according to the 
characteristics of one of tho four temperaments, so far as those char- 
acteristics are manifested in the expression of the head. These will 
illustrate and individualize the peculiarities of each temperament, so 
that in studying them, the mind may be enabled to discriminate them 
more perfectly than merely verbal description suffices to do. Similar ex- 
emplifications of the whole structure of the human body would bo still 
more useful, but are not at present practicable. I hope that somo day 
it may bo in our power to have them. The manikins which tho French 
have produced, for teaching anatomical structure, would go far to serve 
this purpose. The account of tho Physiological functions given by Dr. 
Draper, in the work referred to above, and also in his smaller text book, 
gives the interior conditions of temperaments, /without, however, any 
systematic statemont of their external phases. 

If I were merely describing the temperaments I should take four dif- 
ferent figures for theso illustrations, for there are relations between each 
temperament and tho special form of tho head ; but as it is essential to 
a, knowledge of the mind to discriminate between the modifications of dis- 



46 SCIENTIFIC BASIS 



What is "Temperament." Primary and Combined Temperaments. 

position dependent upon the temperament, and those dependent on cerebral 
structure, it has seemed better, first to delineate the various tempera- 
mental characteristics, aud to take up cerebral differences afterward. 
The reader must, however, remember throughout, that the contrasts of 
color presented by the illustrations would in actual life be inseparably 
connected with some contrasts of cerebral form. 

Asking you therefore, to refer to these illustrations, from time to 
time in the course of the description, for assistance in the elucidation 
of the subject, I now proceed to answer the questions propounded under 
division (A), in your letter. 

"1. Would the Division of Temperaments into the Four Primary Classes 
be Sufficiently Minute, as a Basis, Without Taking into Consideration 
the Various Combinations as they Occur ?'.' 

In the proper sense of the term, the " temperament'' is the precise mix- 
ture or combination of physical qualities belonging to each individual. 
This presents so vast a variety, that if we should go into detail without 
limit, we should lose ourselves. 

For a Scientific account of the temperament, it is necessary, as Mr. 
Bain suggests, " to describe as well as can be ascertained, the peculiar 
condition of every one of these (temperamental) organs seriatim, drawing 
the proper inference, without inquiring which of the four temperaments 
the case falls under." 

But to do this would be beyond my present limits, as well as impracti- 
cable in popular application ; and I must, therefore, use the four com- 
monly understood names, representing characteristic extremes of physical 
constitution, for the purpose of clearness. There is too much discrep- 
ancy without proper classification, in the descriptions given )py Physiolo- 
gists, to enable the general reader to enter into a more precise delineation. 
It is desirable, and will tend to a still further improvement of educa- 
tional science, to take the intermediate phases into consideration ; but in 
initiating the eifort, too much must not bo undertaken at once, and 
what is undertaken must be clearly and objectively defined. It is best 
first, to individualize and clearly define what are known as the four 
primary temperaments, and defer the combinations until a later stage of 
the effort. 

It is certainly within my hope and expectation that the time will come' 
when the ordinary combinations of tho temperaments will be well under- 
stood, and thoir physiological indications familiarly known to observers » 
aud when methods of instruction and discipline will bo adapted to many 
different varieties and shades of combination. The principles I advocate 
cover tho whole ground ; and I stand ready to show the application of 
them to minute classifications and subdivisions of temperamental charac- 
ter, to as great an extent as it is found that the teachers become suf- 



OF EDUCATION. 47 

What is meant by " Combined Temperament." 

ficiently accustomed to the requisite observations, and possess tbe adap- 
tability to apply them. But I have at presont only urged a classification 
of pupils by the four original temperaments, from an impression that 
this is all that can practically be accomplished at the outset. 

In speakiug of these original temperaments, therefore, it must not be for- 
gotten that in truth, all persons exhibit a combination of temperaments. 
An instance of a pure and uncombined temperament, if not indeed an 
impossibility, would be out of the common course of nature. To con- 
ceive the entire exclusion of either of the primary temperaments, speak- 
ing in the strictest sense, would involve the supposition that the 
vital organ which imparts it, the brain, the lungs, the stomach, or tho 
liver, as the case may be, were wanting in the system. Life, in tho 
human organization, is made up of the four temperaments, and requires 
some admixture of the qualities of all of them. When wo speak of a per- 
son as exhibiting a given temperament, we mean that his constitution 
departs from tho harmony of the equal order, by an excess of one tem- 
perament predominating so strongly over the others, as to rulo and load 
throughout the whole constitution. The predominating temperament 
marks its influence in all the others, imparting to them something of its 
own quality, either sharpness, or warmth, or placidity, or cool, staid force, 
as the case may bo. When we speak of a combination of two or more 
temperaments, we mean that all the four so compare in force and devel- 
opment, as that those two or more designated in the combination, in the 
same way exercise an individualized as well as a blended influence. 

The physiologic processes of the Nervous temperament distinguish 
animal from vegetable life. Each of the three other temperaments, the 
Sanguine, Lymphatic, and Bilious are characterized by chemical and 
mechanical processes similar to those of vegetative life. Their functions 
are unconscious, but by their union with tho nervous system they are all 
brought into a general relation of sensibility in tho mental consciousness 
residing in the brain. 

In this union the function of each temperament acts on and is re-acted 
on by the others, and the mind, through the nervous system, is divinely 

ordained to maDage and direct the whole. 

Diseased conditions of the body change the temperamental relations, and 
changes in temperamental character may be effected by tbe administration 
of appropriate medicines ; indeed, the whole system of the Materia Medica, 
when properly understood, clearly demonstrates this proposition. 

In the fallen state of man he is given up to the dominion of the three 
lower temperaments and the sensuous phases of life, engrossing the ner- 
vous forces in the uuconscious functions of the temperaments, and cen 
tralizing the mind in tho Intellectual faculties and Propensities which lie 
at the base of the brain, in sensuous communication with tho body and 
the external world. Hence, the necessity of the intervention of a higher 



48 SCIENTIFIC BASIS 



Relation of Spiritual power to the Temperaments. The Nervous Temperament. 

power, the Spirit of God, to regenerate the nature, and give spiritual 
light that shall intelligently and consciously direct the life through the 
Spiritual Faculties, in accordance with the law established in God's 
original creation of man. ' 

It is always to be borne in mind, therefore, that the influence of the 
Holy Spirit, which is given to man through the Spiritual part of 
his dual nature, modulates the activity of the temperaments, and har- 
monizes their influence in the combination. The brain and temperaments 
present the physical conditions of human life ; but it is only when the 
Holy Spirit awakens the Spiritual Faculties, that man possesses the power 
of his true and full life ; and by this influence only, directing the mind, 
is given the power to overcome the inertia of matter, and the body is 
made illuminated and refined, transcending any physical manifestation. 

In order to show that it is practicable for ordinary observers to 
distinguish the four temperaments, I will now mention the leading physio- 
logical peculiarities by which they are marked. 

In each temperament some one function or system of organs, character- 
istic of that temperament, leads in the organization, influencing all the 
others, and producing modifications of color, shape, size, and texture. 
This general principle was alluded to in a previous communication. 

One who examines the subject for the first time will find in his observa- 
tion cases that apparently form exceptions to any general description. 
Thorough acquaintance with the causes of temperamental character, in 
combination with cerebral causes, will explain every exceptional case. 

In my descriptions, whether of size, form, color, or activity, I must be 
understood as referring to the whito races and the healthful state. 

THE NERVOUS TEMPERAMENT. 

By the Nervous temperament, wo do not mean that weakness or exces- 
sive irritability, which is commonly called Nervousness. The Nervous 
system — the direct instrument of the brain, is that which distinguishes the 
mental processes of the brain from the sensuous processes of the tempera- 
ments, and also marks the distinctive characteristics of the sensuous 
operations of the other three temperaments, the Sanguine, Lymphatic, 
Bilious — as compared with those of brain. 

In the Nervous temperament, the brain, which is the organ and centre 
of mental life, together with the system of sympathetic, sensory, and 
motor nerves associated with it, maintaining communication with the 
organic and temperamental functions of the body takes precedence over 
these other functions of the system, in respect both to proportionate size 
and to activity. 

Physiologista who have pursued their investigations of the system of 
nerves acting in conjunction with the brain, without regard to the truths 
elucidated by Drs. Gall and Spurzheiui, have not sufficiently defined tho 



NERVOUS 




OF EDUCATION. 49 



Organic condition of the Nervous Temperament. 



sympathetic and sensuous communication existing between the body, 
with its other three temperaments, and the brain, through its sustaining and 
commanding influences. They have not discriminatingly distinguished the 
influence of the mind upon the body, nor sufficiently regarded the fact, that 
the functions of the Nervous system are centralized in the brain, or are de- 
pendent on or controllable by the brain, which is the seat of sympathetic 
influence, restraining power, and motive and impelling force. 

The distributed influence of the Nervous system throughout the surface 
of the body, and the localized action of the organs of special sense, have 
each been abstractly considered as forming a system by itself, without due 
regard to the controlling forces resident in the brain. 

In the Nervous temperament, the head is relatively large, and the 
thoracic and abdominal regions small. The whole nervous system, includ- 
ing the brain, being predominantly active, the mental manifestations are 
proportionately active. The sharp, keen, nervous sensibility which is char- 
acteristic of this temperament, — the brain being the organ and centre of 
all mental life, — is not owing to the nerves being deranged, or delicate, ffv 
weak; on the contrary, their action is disproportionately powerful; for 
the nervous system, predominating in tho organization as compared with 
the other three temperaments, its action is not sufficiently qualified by 
the influence of the Sanguine, Lymphatic, or Bilious temperament. Each 
of the temperamental systems has, within itself, its own appropriate qual- 
ifying and modifying and accelerating isfluences ; but the Nervous tem- 
perament is superior to the others in that its restraining forces are organic, 
consisting of the faculties of Secretiveness and Cautiousness, Steadfast- 
ness, and Righteousness or Firmness, possessing within itself the will- 
power of all the other temperaments, when properly understood and ap- 
plied ; while the qualifying and modifying forces of the other tempera- 
ments are functional. Nervousness, as usually noticeable by others, is 
not a preponderance of the Nervous temperament. Nervousness, when 
it is not caused by ill health, that is, by a derangement of either of the 
temperamental systems, arises from excessive activity of the senses and 
the weakness of the restraining faculties in the brain. These faculties 
may and ought to have full development and influence where the Ner- 
vous temperament exceeds the other temperaments. This is the case with 
all men of the greatest intellectual influence in society, and this is the con- 
dition of their power. 

In persons of the Nervous temperament, the organs of the brain being 
larger in proportion, and functionally more active, than the lungs, 
stomach, or liver, and the bones and muscles being relatively small and 
delicate, the effeot of the mind upon them is greater than in persons in 
whom the other temperaments have the ascendency. 

If there is a great predominance of the Nervous temperament, it is ap- 
parent that the life of the person is chiefly in the brain. If also the re- 
straining faculties are large, this gives great self-serving power, and those 

7 



50 SCIENTIFIC BASIS 



External Indications of the Nervous Temperament, 



qualities which enable a ruau to lead and control others. It is this temper- 
amental disposition, thus centralized in the brain, which possesses that 
commanding, inspiring, and controlling personal presence that compels 
and moulds the wills of other men, — aquality commonly spoken of as inde- 
finable and undescribable, but which consists in this peculiar combination 
of mental faculties with the Nervous temperament. 

In persons in whom the Nervous temperament predominates, the hair 
is fine and silky, and brilliant in expression. In childhood it often tends to a 
transparent whiteness, and, though it grows darker about the age of puberty, 
it usually remains light in color as compared with that of persons of the 
other temperaments. It is not abundant; on the contrary, it is often thin 
and sparse, and has a tendency to fall off early. The skin is thin and 
transparent. The eyes are bright, vivid, and expressive ; quick in their 
movements, and brilliant and deep in color, usually tending towards gray. 
There is a general fineness of quality characterizing the whole physical 
structure. The figure is delicate, and there is a tendency toward slen- 
de^ness, and a transparent expression of the whole bodily conformation. 
The features about the head, particularly the chin and nose, are sharp, 
well-marked, yet delicate, and the brain development is clearly defined. 
The muscles are small, but well formed, and indicate an active condition, 
and their movements arc marked by rapidity and promptness. This slcnder- 
ness and leanness often amount to positive emaciation, and give an 
appearance of delicate health, while the real condition of the body may 
show this appearance to be erroneous, where mental pursuits are the vo- 
cation. This is shown by the longevity and power of persons of this habit 
of body, when the Spiritual faculties are in proper command of the Nervous 
system, and are truly regulated by their Spiritual and sympathetic nature. 
In estimating the force of the Nervous temperament, we must regard 
the cerebral organiz »tion, the ganglia at the base of the brain, and 
the size and form of the neck, which contains the connection be- 
tween the brain and the nerves of the body. The mental and physi- 
cal systems reciprocate through the ganglia at the base of the brain. 
In a person of the Nervous temperament, if these ganglia, and the fac- 
ulties at the base of the brain are large, they give a sensuous character 
to the action of the. mind, and indirectly impart vitality and endurance 
to the whole of the nervous system. This has been called by some the 
vital temperament. Under these conditions, the brain, the organ of men- 
tal life, imparts to the nervous system a peculiar vividness in all the senses, 
quickness and sharpness of muscular exertion, and a fineness in the 
details of outline and featiue. 

Yet, without the spiritual power given to the mind by the influence of 
the Holy Ghost, the more the brain predominates in the organization as 
compared with the lungs, the stomach, and the liver, which are the seat 
of bodily or physiologic life, the sooner its power is expended by action, 
causing exhaustion, and requiring' cessation of activity for recuperation. 



SANGUINE 



*i*> 



^ 



OF EDUCATION. 51 



External Indications of the Sanguine Temperament. 



THE SANGUINE TEMPERAMENT. 

la the Sanguine temperament, the lungs and arterial system, which are 
the organs of atmospheric life, expanding the blood with oxygen, are pre- 
dominant. In this system is the seat of the mechanical force which com- 
pels the circulation of the blood ; and. if the organs of circulati n have a 
proper physiological structure and size, they will compel a vigorous cir- 
culation, the pulse will be strong, and all the external indications of tho 
arterial system strongly marked. In persons in whom the Sanguine 
temperament predominates, the thoracic region is relatively large, the 
lungs being large and tho respiratory muscles well developed. 

The blood, in its aerated condition, being expanded, active, and dif- 
fusive, interpenetrates, nourishes, warms, and stimulates the nervous, 
lymphatic, and biliary systems, making the muscles round and well filled ; 
and the organs of motion being thus stimulated by the vitalized blood, 
muscular exercise is enjoyable, and industry natural. The brain, which 
is not alternating or intermittent in its own power, partakes of tho in- 
fluence of this general pulsativc, or, as it were, spasmodic state ; and 
the activities of the stomach and liver are qualified by an infusion of tho 
genial, pulsative warmth of this Sanguine temperament. Tho organiza- 
tion is characterized by a refined vigor, and a facility in its functions. 
There is a quick and volatile activity and expression in all the senses 
and in the movements of the body. 

In persons of this temperament, the hair is red, the eyes are blue, the 
complexion is ruddy, and the skin throughout is fair, and suffused with 
a reddish tinge which shows the aerated blood to be actively and abun- 
dantly diffused. It s this activity or fullness of the circulation wh ch gives 
brilliant red to the complexion, BOtnet mes imparting a fiery expression. 
The cheek flushes quickly and readily with exercise, or the varying 
emotional actions of the mind. The face inclines to roundness. The 
countenance is animated. The chest is full, high, and expanded. The limbs 
are plump, but tapering ind delicate, with hands and feet relatively small. 

The size and vigor of the lungs are, however, the leading indications of 
this temperament ; forit is possible that an individual may have, by inheri- 
tance, the chest and muscles of the chest large, and a ruddiness in the 
skin and hair, and thus present many superficial indications of the San- 
guine temperament, and yet the lungs be, in fact, without special energy, 
so that the individual has not the peculiar warmth and animal vigor which 
the Sanguine temperament presents. The force of the circulation, which,. 
as has been stated, is the principle of the Sanguine temperament, so far 
as it is dependent on the lungs, is governed by their mechanical and phy- 
siological structure, and iheii Miiseepiibility t • change of niood by atmos- 
pheric inflin-iKv. rather than by the dimensions of the chest. 

Persons of the Sanguine temperament are easily influenced by imme- 
diate causes, and are volatile in character. 



SCIENTIFIC BASIS 



External Indications of the Lymphatic Temperament. 



THE LYMPHATIC TEMPERAMENT. 
» 

Iii the Lymphatic temperament, tho stomach, which is the leading 
organ of the digestive system, and the Lymphatics, which gather and con- 
vey the lymph liquid from all parts of the system, are predominant. 

In this temperament, the stomach and intestinal canal are generally 

Through this channel are introduced the chief supplies of material 

for the body, and it constitutes the leading physical function upon 

which the liver depends for its supplies for the nutrition of the whole 

system. 

The fluid of the Lymphatics consists partly of the unused plasma 
..l- watery serum of the blood, and partly of the products of waste 
in the tissues. Into this stream of lymph, brought from various 
parts of the body, the laeteals, which are connected with the Lym- 
phatic system, bring the chyle or fat digested from the food, and the 
mingled fluid is poured into the veins near the entrance to the heart. 

It this temperament is predominant in the organization of the per- 
son as compared with the other three, there is an unduo preponderance 
of the glandular system; and the current or flow of the circulating 
fluids, though abundant, is generally sluggish. The abdominal region, 
including the stomach and intestines, is large, aud the brain and 
thorax relatively small. In the excess of this temperament, lymph liquid 
and ohyle exist more abundantly than the functions and reciprocal relations 
of the liver, the lungs, and tho brain require ; hence results sluggishness 
or nature. The cellular tissues are filled to repletion with the super-abun- 
dance of liquids. The muscles are burdened with a useless load, which ren- 
ders their action slow and difficult. The brain is retarded in its action by 
the same intluences, and becomes sluggish, because the blood flows slowly 
to it. The whole system is, as it were, partially clogged. The watery 
fluids, settling in and under the skin, give fulness to the tissues, producing 
a languid expression, and tilling the muscles and lymphatic vessels so as 
to render them less sensitive to the mental impressions. The move- 
ments of the musoles are necessarily moderate bocause of their bulk r 
but their si.:e is not an index oi their strength. 

Where there is an excess of this temperament, tho bai? is light or parein 
color. In childhood it isof a dull white color, but lifeless in its expression. 

The eves are tranquil and expressionless. The skin has a dull leady tinge of 
white, and there is an expression of lassitude in all tho tissues. The coun- 
ts nance is lisiless when at rest. The features are rounded, but elongated, 
lent, and heavy, and the lips thick. The secretions of the salivary 
l Is and the olfactory organs, are profuse, and tho pulse is slow and 
ble. The figure is rather shapeless, and tho flesh soft. The body is 

tub and rather thick in proportion to tho height, yet there is a general 

appearanoe of weakness and apathy 



LYMPHATIC 




BILIOUS 



I 



■ 



OF EDUCATION. 53 



Lymphatic Temperament in Woman. External Indications of the Bilious Temperament. 



This is the ordinary phase of the Lymphatic temperament in men. 
There is a modification of it in the constitution of women, in whom the 
lacteals are full and active compared with other parts of the Lymphatio 
system, and this feminine phase of the temperament gives the same placid- 
ity and temperamental impressibility, without the heavy, dull, expression- 
less character above described. In a minor degree, the same modification 
is observed in children and sometimes in men. 

Persons of excessive Lymphatic temperament are temperamentally dis- 
inclined to mental or muscular exertion. Nature's way to wake up the 
system from this inactivity, is by stimulating the action of the lungs or 
brain. An increased circulation, or such sensations as quicken mental 
action, the pain of hunger by fasting, for instance, tend to regulate and 
correct this inertia. 



THE BILIOUS TEMPERAMENT. 

The Bilious temperament has its centre or source in the liver, which is 
the secretory organ of the prepared liquids for the nutritive supply of all 
the tissues, thus immediately affecting both the organization and the 
functional operations of each of the other temperaments. This organ has 
been called by physiologists the chemical laboratory of the human 
economy. Although it is said to evolve more heat than any other organ, 
its function in this respect is not to increase but to equalize and restrain 
the animal heat of the system, by its peculiar densifying and secreting 
process ; and this equalizing influence serves as a counterpoise to the 
heat resulting from the circulation of the expanded oxygenated blood of 
the arterial system. While the Sanguine temperament tends to a high 
temperature, the Bilious tends to produce a colder nature. 

In persons of this temperament, the hair is black or dark, strong, and 
abundant. The complexion is sallow, and the skin dry and of an olive 
color. This temperament gives, also, blackness to the pupils of the eyes, 
and the general expression harmonizes with their hue. 

To take cognizance of this temperament, we must, therefore, observe 
chiefly the extent to which its indications are apparent in the skin, the 
hair, and the eyes, and in causing a staid, cool movement in the expansive 
and contractile operation of the lungs and stomach. Itisthistemperament 
that furnishes the solidifying and densifying tendency ; and it is the Nervous 
temperament, acting on this temperament, which gives fineness and delicacy 
of expression and hue in the skin. The liver, it should be observed, acts by 
secretion, with functions having relation to latent or low temperature, and 
more disturbed by high temperature than those of any other organ, and it is 
more remote from the brain.and more secluded than the organs of circulation 
from all atmospheric influences and from contact with any thing external. 
Its action is continuous and steady like that of the brain, and not spas- 



54 SCIENTIFIC BASIS 



Auxiliary Apparatus. Muscular and Osseous Systems. Amativeness. 



modio, or expansive and contractive, like that of the lungs and stomach. 
The liver nourishes the forces of the body, and its quiescent operations 
aro continued without cessa'ion, and are increased and promoted by pas- 
sivity of the body. The brain, which expends the forces of the body, re- 
quires rest, and in sleep i's operations are more or less suspended. 

Sl'BORDINATE RELATIONS OF THE TEMPERAMENTS. 

In all these general remarks upon the temperaments, I have attributed 
their peculiarities to the influence of the individual organs, from which 
they respectively arise. To complete our knowledge of the subject, we 
ought to understand that each of the leading organs referred to is con- 
nected with an associated apparatus, upon tho development and condition 
of which, much of its efficiency depends. The cerebrum in this way stands 
connected with the cerebellum and ganglia at the base of the brain in the 
medulla oblongata, and the system of nerves and ganglia which extend 
throughout the body. The lungs are in like manner connected with, and 
dependent on, the arterial and venous channels and the action of the heart; 
the lymphatics and the stomach, on the other parts of the digestive sys- 
tem; the liver, upon the organs subordinately connected with its functions. 

The condition of the associated apparatus exerts an important influence 
upon the leading organ, and may modify the exhibition of its tempera- 
mental character. In general, however, the size and activity of the • 
auxiliary apparatus correspond with those of the leading organ, and 
tlie phases of the leading organs may be taken as our guide in ordinary 
observations for the purposes of educational science. 

The muscular and osseous systems, (which are often spoken of as the 
athletic temperament,) and tho reproductive system, are of minor impor- 
tance in reference to mental disposition. 

Amativeness is not a mental faculty, but the mind often excites it, by 
the action of the senses of sight, hearing, and toueh, as is often the case 
with man, or the activity of the faculties of Philoprogenitiveness, as is 
commonly the case with woman ; and the mind is often exercised with it, 
to secure its gratification. In itself considered, it is a physical sensibility, 
not a mental affection. The cerebellum, the organ of this impulse, is also 
the organ of unconscious muscular motions. 

It has been supposed that the organ of this faculty would afford tho 
best means of testing the Phrenological doctrine, because of the facility 
with which the observer individualizes boh the faculty, and the cerebellum, 
which is its organ. But much controversy has arisen on this poiut from 
not understanding its character as above described. Properly understood 
it is in itself a physical sensibility, all engrossing in its activity, and when 
aroused it preoccupies the nervous forces, and proportionally supersedes 
mental functions. Man was subjected to these condbions by he fall, and 
Christianity should restore the supremacy of Spiritud conditions. 



OF EDUCATION. 55 

The so-called "Vital temperament." Temperamental Peculiarities in Childhood. 

Phrenologists speak of a " Vital temperament," a "Mental tempera- 
ment, 'i&c. ; and they might, with equal propriety, designate as a temper- 
ament, every condition which affords a distinctive contrast between ex- 
treme physical or bodily manifestation and the brain. 

What is called the Vital temperament, is the phase of organization 
distinguished by a fullness in the base of the brain and in the neck, where 
the nerves of sensation and motion from the spinal cord, the great sym- 
pathetic, the pneumogastric nerves, the nerves from the organs of special 
sense, pass in through the various orifices in the walls of the cranium to 
their termination in the base of the encephalon ; that is to say, in the 
lower part of the Intellectual group and of the Propensities, and in the 
cerebellum. 

When the Lymphati-c and lacteal system of the body, in connection 
with the senses which communicate wiih the mind, is active, it gives a 
fullness in the upper part of the neck at the base of the brain, as contra- 
distinguished from the cerebellum, which is not developed until the age of 
puberty. To this organic appearance no anatomical definition has been 
given by Phrenologists. The brain itself might not be large in its struc- 
ture at the base, and still show a great amount of circulatory supply and 
support of Physical life in this sensuous part, without being at all mentally 
disposed. In fact, it is demonstrable, that the life of the infant centralizes 
in this sensuous combination of the different nerves that combine and com- 
municate with the encephalon, viz: those of sight, hearing, taste, touch, 
and smell. 

The organization thus described cannot properly be denominated a 
temperament, but simply the phase of sensuousness given to the mental 
or physical nature by predominance of vital forces residing at the base 
of the brain in the nerves of sense, and the combined temperamental in- 
fluence of the stomach, lungs and liver, and their respective auxiliary 
apparatus, when it is centralized in this connection. 

In a transient form this phase is characteristic of children in health, 
appearing, however, rather in functional activity resident in the base of 
the brain, than in well developed fullness. 

JUVENILE PHASES OF THE TEMPERAMENTS. 

In children, on account of their growing constitution, the channels of 
sense, sight, hearing, touch, taste, smell, by which the body and mind are 
both affected, are very active, especially affecting the body, through the 
nerves of sensation ; and these senses, and the desire and necessity for 
food, stimulate all the conditions of bodily development. 

Hence, as a general rule, attention to this sensuous disposition of the 
child is the direct and immediate means through which impressions are to 
be made by the teacher. Teachers are prone to disregard this, because 
iu adult life these sensuous external influences affect the mind more 
largely than tho body, and as we grow older we become more obtuse. 



56 SCIENTIFIC BASIS 



Manner In which the temperaments may be described in the combined form. 



A knowlodge of tho four temperaments which 1 have above describod 
and of the individuality of oach, and thoir reciprocal relations, and of 
tin' tendency of disease to ceutralizo itself in one or the other of them, 
and of the commanding influence over them, ordained to be exerted 
through the brain, is of greater importance to the curative arts than 
physicians have generally regarded it. 

2. " If Combinations are to be Regarded, is the Prevailing Temperament 
to be the Guide?" 

I answer that it is so to be. As I above remarked, every person pos- 
sesses, in some degree, :.ll of these four primary temperaments, — the Ner- 
vous, tho Sanguine, the Lymphatic, and the Bilious, — combined ; and it 
is ouly when oue is so predominant that the others arc relatively un- 
influeutial in characterising the person, that we may say the person is of 
one of these primary temperaments. Iu geueral, they are so combined as 
that two or more are well marked, and in some cases all the four appear 
blended in their due relative order. In the classification of pupils proi 
posed by mo in my former letter, in which I advise that the pupils of a 
class be arranged in four divisions according to these four temperaments, 
1 moan that those in whom a given temperament predominates are to be 
placed together. 

Whenever it is thought practicable to carry this classification a step 
further, tho children of tho Nervous temperament should be subdivided 
according to that temperament which predominates next after the Ner- 
vous ; those of the Sanguine should be subdivided according to the tem- 
perament which predominates next after the Sanguine ; and so on. 

In describing these combined temperaments, I shall treat the Nervous as 
the most iruportaut element, and shall make it the starting point in deline- 
ating the combinations. Not only is this temperament characteristically 
the predominant element iu the American people, commonly leading all 
the others iu the combiuations presented, but it is tho commanding ele- 
ment in the physical nature ; and in the brain, the principal organ of the 
Nervous system, reside those Spiritual Faculties which enable man to re- 
ceive the iufluencc of the lloly Spirit, which constitutes the character- 
istic, distiuguishiug mark betweon man and the brutes. 

The indications as to which of the several primary temperaments is re- 
latively the strougest are to be sought in the characteristic shape and habit 
of the body, iu its movements, in the general features of the brain as shown 
in the shape of the head, and iu the appearance of the skin, the eyes, and the 
hair. Of the three latter, the skin affords the most trustworthy indications 
of temperament, both in its texture and hue, though the iudications thus 
afforded are more difficult to describe, iu writing, thau those given by the 
hair ami eyes. Special causes not connected with temperamental qualities 
frequeutly modify the color of the hair aud eyos, while that of the skin, is 



OF EDUCATION. 



Complexion. Size, mil Shape of body. The Nervous-bilious Temperament. 



rarely disturbed thus, except it be by disease or general derangement, and 
then it is not likely to mislead a careful observer. As explained in the pro- 
ceding paragraphs, the Sanguine temperament tends to give a red color to 
the skin, and blue to the eyes ; tho Bilious gives black ; the Nervous is in- 
dicated by white in the skin, and grey in the eyes ; and the Lymphatic, by a 
watery and colorless hue. Tho Nervous tends to a slender form, and to 
sharpness in all the features of the head; the Sanguine gives fulness and round- 
ness, especially in tho chest ; the Lymphatic tends to give bulk throughout 
tho system and a shapeless and expressionless appearance The Bilious 
gives concretion and imporosity to the liquids throughout the system, tend- 
ing to impart density to the whole, and affords those qualities which give 
the basis for metallic force and endurauce. The Sanguine gives hoat and 
impulsive force ; the Bilious teuds to low temperature and quiescent force. 
In proportion as the Nervous element predominates, in connection with 
either of the others, it tends to make the hair fine, soft, persistent in its 
forms, and sparse. 

In speaking of combined temperaments, they are designated by combin- 
ing the names of the primary temperaments, in the successive order indica- 
ted by the comparative strength in which the primary temperaments ap- 
pear united, thus pointing out their respective relations. 

When the combination is characterized by a great predominance of tho 
Nervous and the Bilious compared with the Sanguine and Lymphatic, 
it is designated as the Nervous-bilious. In this case, if the Nervous pre- 
dominates over the Bilious, there is a bright, brilliant skin, with, however, 
a slightly sallow tinge, except around the forehead, where the activity of 
the brain causes a whiteness ; the eyes are grey, and tho hair black and 
very fine and sparso, and through all this, shines a mental vividness. If Ihe 
Nervous and Bilious are about equal, the clear brilliant skin is without sal- 
lowness, the eyes are black or grey, and the hair black and fine. If tho 
Bilious predominates over the Nervous, in which case the temperament is 
designated as Bilious-nervous, its characteristic color shows itself more in 
the tissues, evidenced by the skin being sallow, and having a passivo ex- 
pression, and by the pupils of the eyes being more dilated and having a 
colder expression, than when the Nervous predominates. 

When the Nervous and Sanguine elements are very much stronger than 
Lymphatic and Bilious, the temperament is culled tho Nervous-sanguine; 
and it presents the colors of red and white, instead of the black and white 
of the Nervous-bilious. The Sanguine distributes the color of red through 
the white of the Nervous. This combination presents a well-formed mus- 
cular system ; tho Nervous gives length of fibre and compactness to the 
muscles, and the Sanguine, by a vigorous pulsation and circulation, gives 
fulness and roundness, and a pleasing contrast of red and white in the skio, 
aud blue in the eyes. It is to these elements, that grace and beauty of 
form are to be attributed. If the Nervous is greater in strength than the 
Sanguine, it gives a clour skin, and the redness of lips and checks is well do- 
fined, contrasting wit'i the surrounding white, and giviDg beauty iu color. 



58 SCIENTIFIC BASIS 



Tho Nervtms-f-yraphatic Temperament. The Bilious-Lymphatic. 



Tho hair is fine and of a pale-looking red color. The eyes are blue. If the 
Sanguine is about equal in strength to the Nervous, there is a more diffu- 
sive expression of the color of red in the whole skin, tho hair is red, and 
there is a lively and warm expression in the countenance. The eyes are 
clear blue. If the Sanguine is stronger than the Nervous, making the 
San ,r uino-nervous temperament, tho same characteristics are increased and 
intensified, and a high degree of heat is apparent throughout the whole ex- 
pression of the body, which is like fire in its movements, volatile and quick. 
In tho Nervous-lymphatic temperament, the skin is rather of a dingy 
color, watery and lifeless in its expression ; the eyes are of a watery grey 
or leady huo, and are animated only when the miud is exercised ; the color 
of the hair tends to the same dull hue ; the countenance, especially the 
forehead, has a marked whiteness. If the Lymphatic is about equal with 
the Nervous, more tone appears in the color of the skin, hair, and eyes, 
than when the Nervous preponderates over the Lymphatic. If the Lym- 
phatic exceeds tho Nervous, there will be a fulness in the region of the 
stomach aud iu the glandular portions of the countenance, aud the mus- 
cles cf the chin aud mouth will sag downward. There will be a watery 
appeasajice iu tho eye-lids, and the eyes will be expressive only at times, 
when animated. In children, the Lymphatic system is commonly the most 
active ; and hence result free discharges from the eyes and nose, and from 
the salivary glands of the mouth. The same thing in adults indicates the 
predominance of, the Lymphatic element. In the Nervous-lymphatic, the 
color is less negative, in proportion as the lymphatic predominates; but there 
is no very positive expression of color. Iu proportion as the Sanguine is 
added to the Nervous and Lymphatic, the color becomes more positive, 
Bhowing a more decided tinge of red io the hair and complexion, and of 
blue in the eyes. If then the Bilious be added, it gives deeper tone to 
the colors ; and if it be increased so as to exceed the Sanguine, it gives 
softuess aud a deep brown color to the hair. 

In the Bilious-lymphatic, there is a. white, lifeless, watery expression iu 
the skin, with black eyes of a dilated aud blank expression, aud the hair 
is black, and naturally tends to coarseness. In the Bilious-sanguiue tem- 
perament, the skin is of a deep brunette color. The hair is a dank brown. 
When the Nervous has about au equal share, in connection with the 
Bilious and Sanguine, it gives an expression of brilliancy to the brown 
color of the complexion, the hair, and the eyes, making it lighter than it is 
in the Bilious-sanguine. 

If with these three elements, the Lymphatic is present in due proportion, 
then Bize and fulness of body are given, making the muscles, glands, 
and the whole contour of the form, well filled aud rounded. If, now, among 
the four temperaments thus combined, the Nervous somewhat predomi- 
nates, we have all that constitutes strength of muscle, density of bone, 
and continuance of powers, as well as beauty of the whole body, both 
in size, symmetrical structure, brilliancy and color of skin, and grace of 
movement and expression. 



OF EDUCATION. 59 



What is the most favorable Temperament. Mental Capacity depends on the Brain. 

It is easy to see how great is the variety of these combinations, but the 
foregoing remarks will suffice to show the external indications of relative 
strength in the combined temperaments. The true order of their relative 
strength, for the best conditions of life in the temperate zones and in civilized 
society, is, first, the Nervous, for mental conditions, it being expeuditive of 
force ; secoud, the Bilious, for endurauce and touic support iu the system, 
tbis being recuperative and unspasmodic in its operation ; third, the San- 
guine for warmth and geniality of action ; and fourth, the Lymphatic for 
equalizing, and for the necessary supply of liquid for harmonizing what 
may be called the vegetative conditions. 

In general, it may be said that this order affords the highest conditions 
for health, longevity, and the progress of civilization. 

For special vocations, however, some modifjcatioiasof this order are more 
appropriate. The Nervous-bilious temperament is for educational pur- 
poses and influences the most favorable. This is because these tempera- 
ments are not pulsating or altermtiug, but are quiescent in their func- 
tional operations. But if the functions of the nervous and bilious sys- 
tems exert too controlling an influence, and are too much stimulated 
by the processes of the school, growth is checked and decrepitude results, 
for want of the healthful influence of the vivacious alternating action of 
the lungs and stomach. Hence, active out of door sports should be par- 
ticularly encouraged in children of this class. 

DISTINCTION BETWEEN MENTAL AND TEMPERAMENTAL QUALITIES. 

One great difficulty in carrying this method further than the four-fold 
classification, heretofore suggested, is found in the fact that while 
many physiologists are agreed in recognizing the four leading temper- 
aments, substantially as above described, they differ widely in regard 
to the exact relation which is marked by each, with and upon the mental 
conditions of the brain, going so far as to characterize them as the poetical 
temperament, the musical temperament, the sensitive temperament, &c, 
and thus confuse the whole subject of physiological investigation. 

A clear knowledge of character cannot be attained without a careful 
discrimination between those elements of mental capacity which depend 
upon the organization and development of the brain, and the organs of 
the special senses, and the characteristic grouping of the faculties, and 
those elements of force or quality of action which depend upon the bodily 
temperaments in connection with the sensuous activity. 

To illustrate tbis distinction by an actual character, I give, in the 
diagrams, the bead of George Washington, whose character is more 
familiar and justly more admired and venerated than that of any other 
person named in our annals ; and it will be seen bow clearly the great 
attributes of his mind are defined in the combination of temperaments, 
and the marked form of the head. Every intelligent observer, looking upon 
it, is impressed with the meditative placidity, the dignity, and the might of 



60 SCIENTIFIC BASIS 

Washington's Countenance. Phrecologic organs are variable in size and position. 

the character portrayed in it; but not many'can give a definite statement, 
beyond a reference to the law of suggestion, why such lines and shadows 
should convey tho image of such a character. Physiology and the science 
of the mind enable us to analyza the material form, to trace each physical 
peculiarity of color, texture, and shape, to its co-related physiological 
and phrenological causes, thus unravelling the connection, and estimating 
the relative force, of the great fuuetions of the system, and of the groups, 
clusters, and special faculties of the mind, justifying, but far transcending, 
in the exact aud detailed result, the first, vague and undefined impression. 

In deducing a practical method of anal) zing and demonstrating character, 
from the principles that mental nervous fuuetion is localized in the cerebrum, 
aud that local development in size results from activity, Phrenologists 
have assigned fixed localities for the respective convolutions, and have 
given definitive descriptions of the functions they ascribe to these organs, 
without sufficiently regarding the differences observable in both these re- 
spects, in each and every head. It is oniy in a relative sense that a 
faculty can be said to occupy the same place in different heads. The 
convolutions corresponding to the respective faculties appear to have, in 
all heads, the same general position among themselves, when relatively 
considered ; but such is the endless variety of form caused by different 
development, that the location of many convolutions, when compared with 
tho general outlines of the head, is very variable. Correspondence to any 
deal location, is rather the exception than the rule. Thus, we cannot as- 
sign to Destructiveness, for iastauco, a uniform position. In some heads, 
this faculty appears iu its appropriate central position, in the space imme- 
diately between and above the ears ; and the centre of its location in such a 
case, would bo indicated by the vertical line /u, (fig.opp. p. 63,) rising from 
the centre of the opening of the ear. In others, it is developed backward, 
so as to appear behind that line ; in others again, it is developed more for- 
ward of that line ; and in others still, a downward development gives it a 
position betwoen the ears and extending both iu front and back of them, 
bulging them out. These diversities of locatiou, and the variations of 
associated action, and of physiognomic expression, connected therewith, 
are significant of corresponding diversities of mental character. If one 
hoad is found to be higher, broader, rounder or fuller, or phrenologically 
inoro angular, than another, it is because some parts of the brain have a 
marked development in a certain direction, necessarily giving some of the 
convolutions a location removed from that which they otherwise would 
have had ; thus altering distances generally, though not necessarily disar- 
ranging relative positions. Ilence no two heads resemble each other in 
tho precise location of the faculties, if compared with an absolute standard, 
any more closely thau they do in the general exterior form. 

The diversity in this respect may be compared to the diversity which 
appears in the location of the features of the face. The relative contiguity 
of the features is always the same ; but if two faces are measured by lines 
such as those showu in the diagram, the mouth, which in one will be seen 



OF EDUCATION. 61 



Diversity in the Associate position of th e Organs. The mind not to be arbitrarily measured. 

below a given line, will appear in another to be above the corresponding 
ine. In one, the mouth might appear to bo wholly within one square, and 
in another, it would extend into three squares, and perhapa rise into a 
fourth. In one, the eyes being smill and close together, would be seen in 
contiguous squares ; in another, being large and far apart, they would 
chiefly appear in the squares further removed on each side. Thus, although 
in the general relative position of the organs, all heads are alike, yet when 
the location of the organs is accurately defined, each head has its own 
proper individuality of phrenologic form, in which it is unlike any other. 

No chart or bust, therefore, can give anything more than an ideal or 
average shape of the head, and an ideal or average position to the faculties, 
unless it be the representation of an individual head like that presDnted in 
the diagram. This gives the location of faculties in the case of this par- 
ticular person ; and enables us, by contrast and comparison, to describe 
certain characteristic variations of position indicated by other forms of 
head. 

Again, not only do the locations of the convolutions or organs vary, but 
the posture of each towards others, and the degree to which it is distin- 
guished in form from them, or merged in them, are equally variable. For 
instance, the organs of Destructiveness and Secretiveness usually are dis- 
tinguished ; but the convolutions are often so associated in position and 
activity that in exterior form they show but one development. This com- 
bination manifests a wary executive force or strategic power. If the de- 
velopment of Destructiveness, is on the other hand, not toward Secretive- 
ness, but downward on the side of Alimentiveness, there will be a mani- 
festation of executive 'power in the sensuous passions. If, again, the 
Intellectual group predominates, and Destructiveness is developed forward 
aud upward upon the side of Acquisitiveness, there will be executive power 
intellectually. 

We cannot estimate the mind by any arbitrary scale of mensuration of 
its organs. We are surveying the 'most complex and wonderful of the 
works of the Creator ; the only creature iu whom spiritual life and physical 
forces are combined ; the organized being in whom alone the Almighty 
Creator has embodied His own image, and whom alone He has gifted with 
capacities to receive His own direct guidance. It is to little purpose, 
that we frame artificial formulas of comparative bulk and manifestation, 
and balance the results to find the sum of the mind. The Nervous forces 
refuse to be measured by a process which takes no cognizance of the most 
essential elements of the problem. We must ever remember the infinite di- 
versity of form and appearance which growth manifests ; and in seeking for 
the significance of these external manifestations, we are to proceed by a 
knowledge of the laws by which these functions are determined. This 
must include both a recognition of the plastic power of organic nature, 
which eludes artificial and absolute measurement, and also those Spiritual 
laws I have referred to, which, when brought into operation in the soul, 
modify, regulate, and illuminate the organization. The discernment of 



8Q SCIENTIFIC BASIS 



Bpil uiiul tli.tc.M inn. -nt. Modifying Influence of Temperament. 



this Spiritual Life is the first condition fox knowing tho character of another 
who is the subject of its influence ; but "The natural miin receiveth not 
the things of the Spirit of tJod, for they are foolishness unto him : neither 
van be know them because they are spiritually discerned." 

In presenting the outward definition of the mind, by its organic form, 
depicted for the Perceptive faculties, as 1 do in these pages, I point to 
the visible objective manifestations of the natural faculties. The life of 
the Spirit is only known by the Spirit. 

Tho faculties of Godliness, with their six pair of associated members 
in the Spiritual group of faculties, constitute, so to speak, the crowning 
centre of the mind ; and by the Divinely ordained law of the nature of 
man. it is only by tho sentient power manifested through this superior 
part of the organization that the soul has its truo life; and to know this 
spirit in another the observer should possess it. 

It is only by bringing t j the analysis all that is known of the laws of 
growth, and looking to the general form of the head for the cast of mind, 
and thence proceeding to ascertain the special characteristics, that wo 
may analyze tho objective facts so as to form a just perceptive judgment of 
the character. 

Before tho phrcnologic observer directs attention to tho form of the 
bead, he should, therefore, observe the temperament of the person; for the 
peculiar combination of the temperamental elements presents the back- 
ground upon which the mental character is to bo portrayed by Phreno- 
logic unalvsis. Having thus observed whether tho brain predominates 
over, or is subordinated by the other three temperaments, we must 
observe iu what order and degree the body and mind are sensuously con- 
nected and blended. In doing this, the superficial observer is prone to be 
misled by mere regard to tho physiognomic expression, particularly by 
that of the eye. But the development of the base of the brain and the 
neck, and the physiological acuteness and quickness of the senses are the 
true indications of this characteristic. Haviug thus learned the tendency 
of tho mental life, whether outward and demonstrative, or interior and 
self-involved, we are prepared to observe next, the general form of the 
bead. By ascertaining the order of development in which the three groups 
q{ faculties stand, iu that form, we shall ascertain what is the general 
mental disposition, that is to say, whether the mental life, manifested 
under the intluence of the temperament, and in the immediate 6eusnous ac- 
tion, is characterised by a predominance of the Animal ami Social, the 
Intellectual, or the Spiritual group. By the knowledge of these general 
characteristics, the observer is prepared to distinguish the clusters and 
families of faculties from each other, and to recognize the location aud 
development of particular faculties ; hence ascertaining the peculiar 
qualitative character imparted to tho whole disposition by the deficiency 
or predominance of auy one. 

The inflaenoe of the temperaments upon mental disposition, thus ob- 
serred, may be illustrated as follows. 



SPIRITUAL 




Photographic Virw (cut in wood) op the Phrenologic 1>cst of 
Washington. — No. (>. — Left side. — Full profile view representing, as 
far as practicable, the special Faculties of the throe groups. Upon this 
side of the bust, the locality of each special faculty is designate 1 as it 
was manifested in tlio head of George Washington. Tue different size of 
the lettering employed for the faculties of th« d fferent groups indicates 
the characteristic differen e in the size of the convolutions. The regions 

of the groups are indicated, in the cut, by their names in the margin 

See pp. 16,30 CO, 10!), 111,11-2, 115. 118, 147, US. 

[ 'To fao ■ p. • >:{.] 



OF EDUCATION. 63 

Indications of M ^^racter in the si de view. Djv er8itleg of Tg ^e^ 

In the profile view of George Washington, the part of the brain which 
appea,, pr.dom,n.nt is in the group of the Spiritua. faculties, ccp 
both the Meditative and the Intuitive cluster. It is evident J 
shape and bulk, so far as they are shown in this view that the Med t a 
t» T e part largely predominates over the Intuitive part '; and tt^et 
ta Uve part is drawn and subordinated to the Meditate part So so s 
Sel-E 8 te«m which thus consorts with Steadfastness. This form Id ates 
that Premeditate feeling, rather than Intellectual though w athe 
source of his actions. 8 .' l0e 

This fact in connection with the qualitative influence of the tempera 
men ts would give the observer one chief elemeut in the analys tarfto 
men al character. Thus, if the Bilious temperament predomin Id ve 
all the others, he tonic strength of its influence, with this development of 
Z1T g " e aUStei ' ity aDd StiffaeSS ' tem ^ ered With suffi «-nt aspira 

QualiteV e rf7 C VVK mPreS \ aD ° bSerVer WUh th6 id -^comman P din g 
qualities. If this had been the temperament of Washington, jealouJs 
and suspicions would have resulted in the minds of those about h7m In 
refere nc to his plans, from his deportment, and in consequent of hi 8 
youthfulness; and from the crude state of the political element uch 
jealousies would have probably precluded success. 

If the Nervous exceeded the Bilious, both predominating over the other 
temperaments, there would have been a more active mental force; and . nee 
development of the Meditative cluster is the condition under which L" 
ment of a higher quality is manifested when its powers are called inL 
exercise, the Nervous-bilious temperament would have E££i2£ 
mentally, on account of the activity of the brain, and superior 7 a 
judge on account of the reflective power of the Truth. If this had 

™ a T h Vr PerameQt ' h W0UW haVe * iven him a S reater Pre-eminence, by 
eason of the greater mental force ; but he would have tended to increase 

who 2 u\ T n h ? S6lf &nd th6 meU Wh ° Z™ him their ««PPort, 
who would have been alienated by his being not sufficiently accessible 
while the jealousies of rivals and the opposition of those who objected to 
placing him in command because of his youth and inexperience, would 
have been increased in consequence of his greater mental activity. 

If the Lymphatic temperament preceded the others, they following in 
he order above indicated, it would give a more passive character, with 
the reticent influence of the Bilious ; and he would not be so ordinarily 
or easily influenced by surrounding circumstances. Bodily exertions 
won Id be distasteful, and the mind would be characterized by inertness 
With a marked degree of the Lymphatic temperament, as compared with 
the others, the body would seem to take precedence of the mind, and the 
man would be lazy. If now, while the three temperaments wo have 
named preserve this relative order, Bilious-Nervous-Lymphatic, the 
banguine were given predominance over them all, the man would be 
more vivacious and fitful; and although he would still be unwilling 



g4 SCIENTIFIC BASIS 



Indication*". * Mental Character in the front view. Diveraitica ot temperament. 

to act without necessity, yet when under necessity, be would show a 
great deal of passional force. With this disposition ho would be an 
aotive leader, working in the immediate sphere of Social and practical life. 
Turning now to Ihe front view, (No. 8), which is the next in importance, 
wo Bhall see in this general form of the head another element of the 
analysis of the mental character. In this view the height of the head is 
not 80 apparent as in the profile view, because of its great breadth. 
This breadth, in the position indica'ed in the diagram, and in connection 
with the influence of the temperament, shows the amount and quality of 
vital force residing in the executive and restraining faculties. The 
breadth, in this head, is greatest at a point above and behind the ears. If 
this extreme breadth were at the base of the brain, it would show a down- 
ward development and a gross, sensuous nature. If it were in the back 
of the head, it would show great social force in the Propensities located 
there. If it were in the forehead, it would show great Combinative 
rapacity of intelligence in some form. Being, in this head, in the facul- 
ties of Destructiveness and Cautiousness, and upwardly developed towards 
the other restraining faculties, Bighteousness and Steadfastness, it 
shows the great amount of vital mental force latent in the executive 
and restraining faculties of the Propensities. The commanding mental 
qualities of Steadfastness with both Godliness and Self-Esteem, indicated 
by the form, in height, in the profile view, in connection with those of 
Fxeculiveness and Cautiousness indicated in this form of breadth seen in 
this front view, so far as mental conditions go, fitted Washington, so far 
as the organization and order manifested in Phrenologic form is concerned, 
for high faith, executive ability, and more than equal latent power, in the 
great °eause in which he was engaged, and constituted him the great moral 
leader of his people. 

This additional view of the form of the head enables us to enlarge our 
statement of the temperamental influence as follows :— If the Bilious were 
predominant, it would give self command ; the man would feel superior to 
the conditions by which lie was surrounded, and, although not possessing 
philosophic conception, would manifest great practical forecast. In the 
case of the Bilious temperament, there would be, with the bland austerity, 
indifference even to immediate surrounding circumstances ; so that the 
mind would seek retirement, and it would require some great necessity to 
call forth the full powers. In ordinary circumstances, the activity of the 
mind would be self-contained and undemonstrative. 

In the case of the Nervous-bilious temperament, this breadth through 
the restraining faoulties would indicate, with the judicial and social power. 
a watchful and anticipatory attention and adjustment to the immediate 
conditions of success, in all their details, bringing the mind into more 
intimate relations with passing events ; and, with the strength of percep- 
tive faeulf.es which Washington possessed, which may be seen in the 
sharp outline o( Individuality and Eventuality, success would attend effort, 



SPIRITUAL 

CJ mm * 





^///NGTOH- 



8&1 




'Photographic View (cut in wood) op the Phjjrnoi,ogic I'.iist op 
Washington. — No. 7. — Fall front view. — Representing on the left side 
tint names of the Faculties, and on the right side the location of the 
groups. 

En this view is shown the locality of the Perceptive, Couoeptive and 
Combinative clusters, respectively, which together form tin* Intellectual 
group. In the upper part of the head the region of the Intuitive Spirit- 
ual Faculties in both hemispheres is prominent in this view. -See pp. 
Ill, 112, 115, 117, 118, 11!», 136. 

[To face p, 04.] 



StlBITIMl. 

ID 




DESTR| 






i iMii 





Photographic View (err in wood) of the Phrenologic Bust of 
Washington. — No. 8. — Full hark view. — Showing on the left side the 
names of tho Faculties, and <>n the right side the location of the groups. 

In the lower part oi the head the region of the Propensities in either 
Hemisphere is shown. In the upper part is the region of the Meditative 
Spiritual Faculties. The lettering which indicates the general region of 
the groups is prominent on the right Hemisphere, while the names of the 
special Faculties are indicated on the left Hemisphere, Acquisitiveness, 
Destructiveness and Aliinentiveness projecting in a direct line from the 
surface of the head, and their location designated.— See pp. llo, 1^8, 
131. 

[To face p. 65. j 



OF EDUCATION. 65 



The character of George Washington described, Temperamentally and Mentally. 

because of the constancy of watchful attention to apparent facts, the 
superior judgment, the practical activity, and the strong force of the 
character. This does not describe ihe character manifested by Washing- 

ou under ordinary circumstances, because the predominance of the Lym- 
phatic temperament made him indifferent to immediate influences until the 
greater necessity presented the moral obligation. If the Sanguine should 
predominate, the man would be more affected by immediate circumstances, 
and would show by his life, warmth of affection and social interest for 
those who surrounded him : his happiness would depend upon his family, 
and his mental life would be more made up of the immediate, present, 
surrounding influences, and of action and re-action between the miud and 
external affairs. He would be eminent in athletic sports, on accouut of the 
large preponderating force indicated by the breadth hetween and above 
the ears, in connection with the elements of character shown by the other 
view, and the combination of the temperaments. If the Lymphatic should 
precede all others, which was the case with George Washington, espec 
ially in the later years of his life, (while in his earlier life the Sanguine 
had more influence, and in the middle the Nervous had more, when great 
necessity was upon him,) the tendency to inactivity indicated by this 
breadth of head would be increased, and this disposition would be over- 
come only by the strongest appeal, such as his country's call was to George 
Washington. 

In Washington's case, it is probable that if the events transpiring had 
not been of so momentous a character, he might have died in obscurity. 
Out of his temperamental weakness, and the peculiar order of his mental 
faculties, the irresistible necessities of his country brought strength. The 
fitness of Washington for the task imposed upon him may be concisely 
stated thus : 

He possessed great executive force, (shown by the breadth of head,) and 
remarkably clear and single perceptions, (shown by the outline of the foro- 
head in the profile view), but these powers were rendered inaccessible to 
ordinary selfish influences by his passive temperamental conditions. Only 
through the great sense of moral obligation given by his meditative facul- 
ties, (the predominance of which is shown by the height of the head in the 
back part,) could this latent power be called forth ; and hence the neces- 
sities of his country alone could command him. 

The change in the character of Washington was marked by his temper- 
amental development, a3 he advanced in life. In early manhood his hair 
was sandy inclining to yellow ; this appearance indicating the warmth of 
his interest in affairs at that period of his life. The infusion of this viva- 
cious, Sanguine temperament gave him his disposition to delight in athletic 
sports. This warmth of disposition in his earlier years, made him genial 
and pleasant in his social relations with othere. Being a temperamental ra- 
ther than a mental disposition, it naturally had its most sensuous, and freest 
manifestation iu his private life ; while in the duties of office and military 

9 



66 SCIENTIFIC BASIS 



Successive changes in Washington's character. The Teacher's Temperament. 

command, his mental disposition led, and his high qualities of Righteous- 
ness, and Steadfastness gave him a colder and graver tone. The same 
warmth of temperamental disposition was manifested also, by the bigb 
spirit which he exhibited when unjustly treated in the military appoint, 
ments made by the Colonial Governors, a spirit which contrasted very 
strongly with the disposition of his maturer years,, when placed under sim- 
ilar circumstances. As Washington passed into the mature period of middle 
age, theinflueuceof theSanguiue temperament declined, and that of the Ner- 
vous increased, and as he entered upon the period of the Revolutionary 
war, the Lymphatic temperament declined, and the Nervous increased still 
more, until it preceded all the others. The order which characterized the 
combination of the temperaments which he possessed at this the most act- 
ive period of Lis life, was the Nervous-Lymphatic-Sanguine-Bilious, the 
Nervous and Lymphatic elements being much more influential than the 
others, and the Bilious having no appreciable effect on his mental disposi- 
tion. His hair had a teudency to become white and quite sparse before he 
attaiued eld age, indicating the necessitated activity of the braiD. In the 
later part of his Presidential service, and in his subsequent retirement, the 
Nervous agaiu decliued, and the Lymphatic increased, returning to its early 
predominance ; but the low degree of the Sanguine and Bilious elements 
continued to his death. The natural predominance of the Lymphatic tem- 
perament in him, the declension of the Sanguine, and marked deficiency 
of the Bilious, give the Physiologic expression of his characteristic dispo- 
sition ; — thoughtful, imperturbable, unimpulsive, and unambitious. 

Each of these temperaments have their epoch in human life, growth 
usually commencing with predominance in the Lymphatic, next develop- 
ing the Sanguine, the Nervous coming to its highest power in maturity, 
and the Bilious, which is always the underlying base, giving contrast to 
the other three, both substau'ially and phenomenally, of:en being more 
prominent as the others decline, towards the close of life. Variations in 
this order exist in different individuals and nations. In Washington, as in 
many others, the Lymphatic continued to increase with age. The shifting 
combination marks its influence in the changes of mental character. 



IMPORTANCE OF TEMPERAMENTAL OBSERVATION. 

From these illustrations of the influence of the temperaments, it will 
be seen how important it is that the observer should first possess himself 
of the temperamental peculiarity of the subject of observation, as the 
basis of Phrenologic estimates. 

A knowledge of the temperaments will tend to lead the mind of the 
teacher to a sense of the necessity of Spiritual guidance. His is the high 
function of directing in the formation of character : and yet, when he is 
dependent on his own natural mental force, and subject to the full natural 
degree of the qualifying influence of his own temperament, he finds him- 



OF EDUCATION. 67 



Deficiencies in Phrenologic systems in respect to Temperament. 

self constantly experiencing a painful want of adjustment between his 
own powers and the subjects of his effort. It is only by that humblo and 
earnest spirit which the predominant activity of the Spiritual faculties, 
when the soul is under the influence of the Holy Spirit, gives, and the re- 
sulting power to modulate the manifestations of his own special tempera- 
ment, that he can rise to the vantage ground which he must attain for the 
successful accomplishment of his task. When the activities of the mind, 
and the influence of his temperament are thus harmonized in the Will of 
God, and not otherwise, can ho exercise the full power which the law of 
his being affords him. 

The observer having estimated the temperamental conditions affecting 
the mind, he is prepared to measure the relative development of the groups. 
A due regard to this essential three-fold division of the mind is of fundamen- 
tal importance, both in Phrenologic observations, and in dealing with men- 
tal processes. It is because the qualitative characteristics of the Spiritual 
part, as compared with the others, have not been recognized by Phrenolo- 
gists, that they have not succeeded in establishing the Phrenologic doc- 
trine beyond controversy. They have investigated the facts of physical 
organization, and the corresponding manifestations of faculties, and 
found confirmation for their conclusions, in Comparative Physiology. 
Dr. Gall presented the great truth of the mental significance of peculiar 
conformation of the head, and elucidated the character of many of the 
phrenologic features or regional developments, nick-named bumps. 
Hence the science as presented by Dr. Gall, is more appropriately termed 
Cranioscopy. Dr. Spurzheim, without recognizing the special mental 
quality of the three groups, extended the observations which Dr. Gall had 
commenced, by carrying the individualization of the faculties to a greater 
detail, thus presenting a minuter division. His labors, by attempting a 
more systematic analysis of the mind, presented the subject in the aspect 
of Phrenology. 

Phrenologists in seeking to define the exact location of faculties by su- 
perficial measurement, and endeavoring to reduce the results of ob- 
servation to mathematical formulas stating tho quantative predominance of 
the faculties according to a numerical scale, have presented an arbitrary 
and artificial view, inconsistent with tho plastic and interblending forms 
manifested by all organic growth. 

Phrenologists have heretofore not rightly apprehended the general 
division of the mental qualities of tho brain, and therefore could not give 
a proper analysis of the mind and its qualities. They have known the 
Intellectual Faculties, and the Social and Animal Propensities and Moral 
Sentiments, but have not known how to define the Spiritual, tho Medi- 
tative and Intuitive feelings. They have recognized only that passive 
existence which the Spiritual Faculties havo in connection with the 
Social Propensities ; but have not recognized the activities of the Spiritual 
Faculties, which the direct impartatiou of the Holy Spirit of God induces. 



68 SCIENTIFIC BASIS 



The Temperaments present the Organization, only ; the Soul is undefined. 



Physiologists have geno rally failed to understand the relations of 
each temperament to the others. They havo studied what have been 
termed the vegetativo functions, to the disregard of the mental. They 
either havo wholly omitted mental conditions, or have given them no 
proper form and order. Many have given more credit to the physical 
functions, for influence upon mental conditions, than they ought to re- 
ceive. And some have regarded the temperaments as the conditions of the 
mental disposition ; whereas the primary conditions are in the brain, 
(the Spiritual faculties being designed to bo predominant among these 
conditions,) and the temperaments, in their combination, act reciprocally 
under the brain, being the recipients of the mental forces. 

Thoso four colored portraits present the phenomenal aspects of the de- 
scribablo outgrowths denominated temperaments, centralized in these four 
characteristic qualities, and delineated so far as the contrasts of color 
present them in the appearance of the head, so that the perceptive facul- 
ties, by Individuality may clearly discriminate them. As far as physio- 
logic knowledge admits, we have described their objective manifestations, 
indicating the influence of each in the phases of human life, and have 
pointed out the function \\ seat aud centre of each. 

Thus far we have been treating of that which is visible and tangible, 
and therefore capable of description. 

Wo must always distinguish between these objective facts, of which the 
senses take cognizance, and that indescribable something called the soul, 
which can be observed only by its manifestations through the body ; but 
of which the fair deductions of proper reasoning, from the premises here 
stated, give us cognizance. The spirit itself we cannot define. Besides 
tho physical organization which man possesses, he is, by his original 
creation, or by being born again, a living soul, existing in this respect in 
the image of God, who is a Spirit. And when we speak of the body or 
brain being the residence of the soul, we speak only of the essential loca- 
tion, in space, of its centralized, visible, and physical manifestations. 

3 " How are these Distinctions of Temperament to be made Available 1 
1. In discipline ; 2. In instruction ? 

Persons resembling each other in respect to a predominance of the sens- 
nous influence of either of the three more physical or bodily temperaments, 
tend, strongly and unconsciously, to interblend, sympathize with, and in- 
fluence each other. Differences of mental constitution modify this tend- 
ency aud prevent it from resulting in a mental or social affinity, but the sim- 
ilarity in phrenologic form of development promotes the power of sympa- 
thetic influence. This is true of classes as of individuals. Where there 
is a diversity of temperaments, therefore, between teacher and scholar, 
there is more need of self-adaptation, in order to secure the necessary, in- 
terblending sympathetic iufluence. Mediately, through the agency of the 



OF EDUCATION. 69 



How the Teacher may secure ascendancy over his class. Self-adaptation. 



Holy Spirit this can be made practical ; and it will be most practicable when 
the Spiritual faculties of the teacher have an orderly development, Godli- 
ness being predominant, making him first humble. 

The first condition.therefore, required to make these distinctions available, 
is for the teacher to cousider his own temperament,^ connection with those of 
the children under his charge. The teacher is always more likely to gain an 
ascendency over children who are of the same temperament as himself, than 
over others, especially when the general forms of the heads are alike. Those 
in guiding whom he will find the most difficulty, will generally be of a 
temperament the antithesis of his own, especially if the relative order of 
development of the several groups in the organization of the brain be dif- 
ferent. If the teacher observe this fact, he will be better able to adapt himself 
to the children who are unlike him in temperament, and to modify his 
mental dealing with them, so that he may interblend his temperamental and 
mental conditions in the work of education, to conform to their tempera- 
mental peculiarities, and thus gain an influence over them, by a subju 
gation of his own peculiarities. 

Where the teacher has in his class those of a temperament different 
from his own, he will best reach them through the sensuous sympathetic 
action of those who are like himself. By the interest which he excites in 
those who are like himself, temperamentally, be may better suffuse the 
whole class. In attempting this, he may begin by addressing himself gen- 
erally to the whole class, and thence observe those whom he best reaches, 
or he may, by observing the temperaments, select his instruments, in the 
first instance, and address himself to them. 

The teacher must, therefore, realize in his own consciousness what is 
his leading or predominant temperamental disposition, so as to control its 
exercise. 

The second condition requisite to make these distinctions available is, 
that the teacher should realize how much of the life of a child is, by nature, 
in the nerves of sense which communicate with all the temperaments, and 
in the Propensities and the physical or bodily functions, what part is in the 
Intellectual Faculties, and how little there is in the Spiritual, and why this 
should be so ; and, by a careful observation of the temperamental dispo- 
sition of the child, he will learn what faculties he must appeal to. in order 
to get possession of the affections. A child of a Sanguine temperament and 
active Social Propensities is full of play ; and if the teacher would gain as- 
cendency over him ho must enter into his plays. This is the way to gain 
the possession and guidance of those forces which he desires to bring 
forward into the Intellectual faculties. 

In order to do this he must establish the temperamental affinities be- 
tween them. He must come to the child's condition, and not expect the 
child to come to his. If he is nervous, or mentally exercised unfavorably 
toward a child, that child will first imbibe; that about which the teacher 
is thus exercised, instead of what he wishes to teach him ; and he will 
feel in himself a resistance. Perturbation in the master begets the same 



7() SCIENTIFIC BASIS 



What children give attention readily. What o re persistent and retentive. Securing affection . 

in the children ; and without, knowing it he is doing the very thing he 
would not, and leaving undone the thing he desires to do: Although the 
teacher cannot actually modify his temperamental disposition so as to meet 
that of the child, yet, if ho is aware of the diversity of temperament, ho 
can, more especially with a meek and humble state of miud, by self-re- 
straint and control, modulate his expression and bearing to the child, so 
that the child will be able to receive the impressions he wishes to impart. 
It is by the teacher's own mental effort, adapting himself to the volatile and 
lively sensuous disposition of the temperament of the child, and to his 
playful ways, that this affinity is established. 

The first step in teaching is to gaiu attention. 

The Sanguine child will be on the alert, immediately to hear what is 
going on; and the same temperameutal disposition that makes him quick 
to listen when the teacher speaks, makes him quick to be diverted, unless 
his meutal organization is such that his thoughts are centralized in the con- 
tiguous faculties running through the centre of the head, causing his at- 
tention to be continuous, or unless his restraining faculties are large, in 
which case, if the teacher cau retain his attention, it will be effective. The 
Sangniue and Nervous temperaments, being volatile in their nature, are more 
susceptible of influence than either the Lymphatic or Bilious. 

The Lymphatic child is more slow in receiving mental impressions, which 
are often not distinct nor long retained. If the appeal made is to the fac- 
ulties of Alimentiveness, his attention is secured at once. 

In the Bilious child, if the liver is called into too great activity, the ac- 
tivity of the Lymphatic and Sanguine systems is proportionately checked. 
The characteristic of this child is inactivity, with a tendency to segregation 
aud quiescence. The imp ilsive nature of the other temperameuts has 
given way to the passive nature of the Bilious. The instruction which the 
teacher imparts is not eagerly received, but what is received is more per- 
manent. 

The Nervous-bilious child does not give attention as quickly as the 
Sanguine ; but when his attention is gained it is more likely to be contin- 
uous, for the habitual exercise of the mentil faculties is pleasurable to him, 
aud the nature of this combiuation of temperaments is quiescent and not 
marked by pulsative aud physiologic diversion. If however, this combina- 
tion is excessively predominant, the liver will be called into too great activity 
by the requirement of the brain, aud the activity of the stomach and lungs 
— the Lymphatic aud Sanguine systems — will be proportionately diminished, 
and the growth of the child will be checked. Where this predominance ap- 
pears, great care should be tikeu to promote active out of door sports, 
and secure all the external conditions of active vegetative life. 

It will be difficult to get the atteution, unless the teacher has the affections 
of the children. The citadel of children's love is the sensous connec- 
tions or communication of the senses with the braiu. The attention having 
been gained, the next thing to be regarded is 60 to administer the methods 



OF EDUCATION. 71 



How to address children. Contrast between the Child and the Teacher. Discipline. 



of discipline as to keep those affections, while also exciting a sufficient de- 
gree of ^intelligent Cautiousness to give circumspection and keep the mind 
on the alert. 

The teacher is not to abandon the use of fear, but must rely on it as one of 
the most important conditions. He is not merely to use it on rare occa- 
sions; but, in a proper degree, and subordinate to love, he is to use it con- 
tinuously. When the teacher has the attention and the love of the child, 
and, subordinate to that, a sufficient activity of the restraining faculties, 
Cautiousness, Secretiveness, Conscientiousness, (or Righteousness), Firm- 
ness (or Steadfastness,) the intellectual mind is opeu to him, ready to re- 
ceive and appropriate whatever instruction he may impart. 

From the foregoing description it will be seen, that the mind of the 
Sanguine child is most readily awakened by a vivacious gesticulation. 
With the Nervous, acute, mental clearness. — precision and vividness of 
thought and language must be employed. The Bilious are more influ- 
enced by a grave, sedate, and persistent application ; whilst the Lym- 
phatic commonly need to be urged by a sharp, spicy method. 

At this point, it will be observed how important it is, always to bear in 
mind the difference between the child, in whom the active development is 
chiefly in bodily or physiological growth, and the teacher, whose bodily 
growth is accomplished, and whose mental powers are in full strength and 
vigor. How striking is this distinction ! On the one hand, the teacher, 
with educated and matured intellect, his force centralized in the brain 
and capacitated, according to his own peculiar temperamental condi- 
tions, to acquire and permanently retain any species of knowledge ; on the 
other h and, the scholar, not fully developed even in bodily strength, and 
with a temperamental disposition, which if not in harmony with that of 
the teacher, shrinks from impressions, and a mind, which, like water, 
yielding to impressions, quickly loses them. 

How necessary, then, that the teacher's spirit should be so modulated 
that his intercourse with his pupils may secure their sympathetic feeling, 
interblending the Influence of his mind in theirs, and not arousing the 
resisting forces ! 

Assuming these relations between the teacher and the children to be es- 
tablished, I proceed to answer the above question in its application to the 
discipline and instruction. 

(a) As to Discipline : 

1. What Temperaments are best Treated by Coercive Means? 

2. What by Persuasive ? 

When these two means of discipline are considered upon Physiologic 
principles, the proper use of each, and the method of its application, be- 
come apparent. 

There is no particular distinction between the temperaments, as such, 
in respect to whether coercive or persuasive means should be used. 



72 SCIENTIFIC BASIS 



Different children susceptible to different motives. The development of the Temperaments. 

The selection between these is governed by other considera- 
tions. But if either is to be used, the distinctions between the tem- 
peraments are of great importance, in connection with a knowledge of 
the mental disposition, in determining the nature and degree which should 
be used, of either kind. Thus, to require a child to stand still for a 
certain time, would be a much greater punishment, if ho were a Sanguine 
child, than if he were a Lymphatic or Bilious child. To impose a pun- 
ishment requiring a considerable physical activity, which will be very 
oppressive to the Lymphatic or Bilious temperament, may prove a mere 
frolic to a child of the Sanguine temperament. The same distinctions 
apply to persuasive measuros. The promise of a cookey may be a strong 
inducement with the Lymphatic temperament, while to produce the same 
persuasion on the Nervous temperament, the promise of a story or a pic- 
ture will be more appropriate, and to the Sanguine temperament, the 
promise of a game of ball. Every teacher observes these differences in 
children. What I would point out is that they are chiefly dependent on, 
and explained by temperamental conditions, and that a classing of children 
by temperaments, and a due regard to the affinities of the mind directly 
affected by the temperamental conditions, would very much facilitate the 
work of instruction and diminish the necessities of discipline. 

If the teacher finds a Lymphatic boy dull and stupid, he should ask if 
the mother gives the boy all the food he wants, and if she does, he should 
ask her to diminish his allowance. The abundance of food engrosses the 
activity of the system in the stomach, and the child cannot learn his lesson 
until he has digested his too hearty meal, or if he does, derangements of 
the stomach will result. Instead of whipping the boy for his dulness, the 
mother should be required to diminish his supplies of food before school 
hours, and then he can learn. If the appetite is restrained and controlled 
sufficiently to direct the exercise of the physical disposition from the 
stomach to the brain, the communication being through Alimentiveness, the 
forces will be directed more to the brain, transforming a physical dis- 
position into a mental oue. Thus if the Lymphatic child is made hungry, 
Alimentiveness in the brain is called into activity, and if the next contiguous 
faculty, Destructiveness, is large, he will begin to move to supply his want ; 
if the next faculty, Secretiveness, is large, he will be sly to look about him 
to find how he can help himself ; if the next faculty, Combaliveness, is large, 
he will be ready to fight for food. Iu this way, depriving the stomach of 
its food, awakens the vital forces which are resident in the propensities. 
Now, if the deprivation is not so severe as to amount to hunger, the forces 
of the mind, thus awakened, can bo called forth, by the teacher, into the 
Intellectual Faculties and exercised there. But supplying the stomach with 
all it will receive, in cases of this temperament, will preclude mental ac- 
tivity. As this temperament is more or less predominant in almost all 
children, due attention to the food is of fundamental importance, in endeav- 
oring to develop, control, and guide mental activity. 



OF EDUCATION. 70 



Persuasive means of Discipline. Nervous-Bilious Temperament. 

The temperaments are all susceptible of influence by mental and physio- 
logical means, and the activity may be stimulated in each, and may be 
distributed from one temperament to another, and to the brain, as edu- 
cational processes demand ; but children of different combinations of 
temperament are to be reached through different kinds or methods of per- 
suasion, to be chosen with reference to the peculiar mental as well as 
temperamental disposition of the subject. 

The stomach and the lungs, both being alternative in action, harmonize 
with each other, and either may be readily influenced and stimulated 
through the other. So the brain and the liver, being quiescent, harraonize ( 
and may be influenced by each other. The brain is more directly depen- 
dent upon the liver than upon either of the other two organs, and there- 
fore by a great aotivity of the brain, the liver becomes torpid. 

The direct means of influencing the vegetative temperaments are found 
in the bodily conditions, respectively, exercise, food, and sleep. Persua- 
sive means, unless the Nervous temperament predominates, are only the 
indirect means of influencing the temperaments. The difference between 
different children, in their susceptibility to persuasive means, is partly men- 
tal, depending on the conformation of the brain, but in a larger degree it 
depends upon temperamental character. This difference with adults, is 
mental rather than temperamental, whilst with children it is tempera- 
mental rather than mental, on account of the predominance of the Lym- 
phatic, sensuous, and growing disposition. Under appropriate circum- 
stances, either coercion or persuasion becomes useful as indirect means 
for securing the attention and control of children of either temperament. 
My explanations as to the considerations which should determine us 
in choosing one kind over the other, and as to the best methods of 
employing them, are reserved until I come to answer the questions in the 
third division of your letter. 

(b) "As to Instruction. 

1. What Temperaments are most Inclined to Study ? 

I answer : the Nervous temperament, resulting as it does from the pre- 
dominating size and activity of the brain, and giving activity and a lead- 
ing influence to all the mental operations, is the temperament which in 
connection with a development of the Intellectual Faculties, and 
with the necessary bodily conditions, characteristically displays 
intelligence ; and this is the temperament which is most favorable to 
study. There is no neoessary difference between the other tempera- 
ments, as such, in this respect. It cannot be said that eithor one. 
as a temperament, implies any superior inclination to study, with the 
exception of the remark already made upon the superiority of the 
Nervous-bilious temperament, nor is it accurate to say that the Ner- 
vous temperament inolines its possessor to study. It is not that thi» 

10 



74 SCIENTIFIC BASIS 



Suggestions ns to Modifications in Treatment. 



temperament prefers study as such ; but that it is the temperament best 
adapted for any occupations involving or requiring activity of mind. 
It is upon the Phrenologic development of the brain organs, relatively con- 
sidered, more than upon the temperament, that the inclination to study 
chiefly depends. The Nervous temperament gives a general predisposi- 
tion to mental activity. In childhood, the Animal region of the brain nec- 
essarily predominates, by its physiological predetermination, over the In- 
tellectual and Spiritual regions ; and while this remains the case, the ac- 
tivity of the mind seeks exercise, not in study, but for bodily develop- 
ment, in other pursuits and exercises, characteristic of childhood. In adult 
life, if the Intellectual region of the brain has acquired predominance, this 
activity will predispose the person to take an interest in studies ; and 
if the conditions afforded by the Bilious temperament are favorable, the 
necessary adherence, and love of study, perseverance, and continuous- 
ness of effort are displayed. 

2. What Modifications in Treatment should this Lead to ? 

The teacher should first get his mind in immediate contact with the sen- 
sitiveness of the children. The Lymphatic children should be seated 
immediately at hand, near the teacher so tbat he may more easily arouse 
them. The Sanguine children may be seated far away, for their attention 
can be quickly called. The Nervous may be seated next beyond the 
Lymphatic, and tha Bilious between the Nervous and Sanguine. This puts 
the cooler Bilious temperament next to the volatile Sanguine. 

There would be more success in teaching if these four divisions were 
separated, and each put under a teacher of corresponding temperament. 
But it should be borne in mind in carrying out 6uch a classification, tbat the 
apparent temperamental distinctions are greatly modulated by parental and 
home influences, differences of mental disposition, constitutional peculiari- 
ties, and conditions of necessity, health, food, aud fatigue. 

The teacher should, according to the foregoing principles, regulate the 
length of time spent in study and recitation, the methods of communicating 
information, the means of infusing bis subject with interest for the juvenile 
mind, the degree of repetition and reviewing, the intervals of relaxation, 
and the extent aud variety of recreative sports, as well as the means of 
discipline and correction, by adapting them intelligently to the particular 
characteristics of the child and the class of children he has to deal with. 

The methods of training should be so modified, also, as to promote an 
orderly development of the temperamental systems, and avoid or supersede 
the tendency to extreme predominance of any one over the other. The 
Sanguine child should not have all the exercise he wants. The Bilious 
child must not be allowed all the retirement and bodily passivity he may seek. 
Th« Lymphatic child should not have all the food aud sleep he would take ; 
and the Nervous child should have less 8tadyiug and thiukiug than he 
*iahe3. 



OF EDUCATION. 75 



The sports of children. The choice of a vocation. 



The methods of Education should not only be adapted to existing differ- 
ences of temperament ; but should be corrective of special and unbalanced 
development. 

3. What Temperaments need Stimulating to Study ? 

From the answer to a previous question it will be seen that, with the ex- 
ception of the Nervous temperament, there cannot be said to bo any dif- 
ference in this respect ; but there is a difference in choosing what means 
Bhall be used to stimulate them. 

The Lymphatic child is to be stimulated to study by moderation in food. 
The home arrangements exert more influence in this respect than is 
usually regarded. Bilious children are to be stimulated to study by en- 
couraging their plays. The teacher should go into the play ground with 
them, and by vigorous sports awaken the pulsative and vegetative functions 
which will re-act on the brain. Sanguine childreu should be stimulated in 
the same way, and their studies should be more interspersed with relaxa- 
tion, in accordance with the demand of their more volatile nature. Thus 
each peculiar temperament is to bo regulated and directed according to its 
own requirements. 

The influence ot the seasons upon the respective temperaments, and 
through them upon the mental life, is a subject of much importance although 
generally but little regarded. 

(4) What Considerations as to the Different Kinds of Study have Refer- 
ence to the Several Temperaments ? 

The considerations which bear directly on the adaptation for a particu- 
lar kind of study arise chiefly out of the peculiar mental organization of 
the pupil. These will be discussed in answer to other questions. But 
the temperaments have an important bearing upon the adaptation of the 
person to his pursuit or vocation in life ; and therefore have an indirect 
bearing on the choice of studies. Without a knowledge of the mind and 
the temperamental conditions, in their relation to the practical work of 
life, young men are often led or put into special vocations by caprice or 
fancy, or what we may call accidental circumstances ; and do cot find 
themselves in the vocation for which their constitution best fits them. 
But if we observe successful men in various callings, with reference to 
their temperaments, we find remarkable evidences of the relation between 
the special vocation and the temperamental condition. Thus, in success- 
ful agriculturists, all of the temperaments will be found blended, and 
the instances of special temperament present a less individualized 
phase. In these pursuits, in the temperate latitudes, there is, in general, 
no tendency to a special development of one temperament, but in the tor- 
rid and frigid zones, there is an alternative tendency. There is, however, 
this qualification, that the Nervous element is less prominent than the 
others, and the Sanguine somewhat more prominent. 



76 SCIENTIFIC BASIS 



Temperamental adaptation to various callings. The description of the Teacher. 

The bakers are characteristically predominant in the Lymphatic-San- 
guine tomperamcnt ; for with them a sensitive organization relative to at- 
mosphere, gases, and heat, is requisite. The good cook is proverbially 
stout and quick-tempered. The batchers are characteristically Sanguine, 
with a predominance of the organ of Destructiveness. The iron-master 
and mine-worker will be found usually characterized by the Bilious tem- 
perament, with a more metallic and cold, phlegmatic constitution. The 
scholar and merchant are characteristically of the Nervous temperament. 

It is not of course meant that the possession of either of these tem- 
peraments is enough to fit for success in the corresponding vocation; but 
that some degree of it is usually one of the conditions which should be 
combined with the right mental qualifications, to ensure the best fitness 
for the work. In each vocation there are special talents, depending upon 
special order of mental organization. 

The importance of the temperaments in refeience to the selection of 
studies consists, therefore, chiefly in their bearing upon the choice of a 
profession or vocation in life, in reference to which some of the studies 
to be pursued in the later part of the course should be chosen. 



THE QUALIFICATIONS OF THE TEACHER. 

A knowledge of the temperaments and of Phrenology affords the means 
of a definite description of the characteristics of the ordained teacher. 
He possesses, first, an active sensuous nature, and the elements of tem- 
peramental character, in an orderly development ; and so far as his tem- 
perament departs from such a development, his knowledge of the laws of 
Physiology, and his constant attention to the subject, enable him to mod- 
ulate the characteristics of his special phase of temperament, so as to 
adapt himself to his work in this respect. This sensuous nature and 
harmonious temperamental character, with its equalized functional activ- 
ity, is in intimate and sensitive correspondence with the mental life, by 
reason of a marked development of the sensuous connections of the brain 
and nervous system, thus bringing his characteristic mental qualities into 
vivacious and keen sympathy with the juvenile life. The mental quali- 
ties which are his characteristic gifts are, a predominant Spiritual organi- 
zation, first, and above all, Godliness predominating, disposing him to an 
humble mind, — a leading, restraining force in the region of the Propensi- 
ties, viz : Cautiousness and Secretiveness, — and a leading development 
also in the Perceptive faculties, among which Individuality predominates, 
but also with a marked development of Comparison and Casuality to 
clearly define principles, and Combinative power necessary to take all the 
conditions into viow at the same time, giving versatility and a ready 
knowledge of the diversity of influences exercised and combined in the 



OP EDUCATION. 77 



The pfts of the successful teacher may be acquired. 



art of teaching,— and with Aptitude and Spiritual Insight, leading him 
by their adaptable spirit to feel, forecast, and know the mental state in 
which he and His pupils are during their labors. 

With active senses and this mental and temperamental organization, 
the varied sensuous impulsiveness and excitability characteristic of 
children in the schoolroom, will be more or less acutely and vividly real- 
ized by the teacher, as they accord with his own mental characteristics in 
respect to the Social or Animal feelings or Propensities ; for all our en- 
ergies, as a general rule, are resident in the Social group. Hence, in ad- 
dition to the orderly and regular manifestations of the requirements above 
mentioned, there will always be a variety of influences which the ordained 
teacher may skilfully employ, when similar characteristics of the Social 
and Intellectual faculties exist, to some extent, in his own organization 
and that of his pupils. 

With such gifts, the teacher can modulate and successfully exercise 
each various element in the temperament and mental character of his pu- 
pils, can unite them in one harmonizing spirit, and, by his own special 
acquirements, and his general and varied powers, can carry them fully to 
the utmost degree of culture of which they are capable. 

In the capacities we have above delineated, are exhibited the order for 
the acquisition and communication of knowledge, the spiritual power to 
give the higher scope to the influence and process of education, the sen- 
suous susceptibility to maintain a lively sympathy with the children in his 
charge, the social feelings to give that sympathy a mental form and reali- 
zation, and the temperamental adaptation to the task of awakening and 
controlling attention in pupils of every disposition. It is true that a teacher 
combining all these gifts is rarely found; but an earnest desire for the 
possession of these qualities, and industry, assiduity, and self-denial, will 
enable any teacher of moderate qualifications to approximate to this stan- 
dard of excellence. 

But these gifts, if not already possessed by the gift of the Creator, can- 
not be attained by effort, without a knowledge of Physiology and Phre- 
nology in their application to education, and a constant labor of self- 
adaptation. 

The actor, although gifted with transcendant poetic and imitative 
power, needs laborious study and frequent rehearsals, that he may vividly 
realize in his own mind the leading features of the drama to be presented 
and the spirit of the part he is to fill, and thus be able to delineate to the 
audience the feelings and emotions of the character assigned him, with 
such truthfulness and clearness, that, to tbem, the actor is merged in the 
prince or peasant, and they fancy that the real hero is before them. How 
much more must the teacher, endeavoring to impress upon immature 
minds practical education, without the attractions of dramatic accessories 
or illusions, study the minds with which he has to deal, and the peculiar 



78 SCIENTIFIC BASIS 



Teaching an exalted profession i ihottld command best talent and largest compensation. 



character of his own powers, that he may infuso himself, as it were, day 
by day, into their spirits, and instil, without resistance, the instruction ho 
Beeka to oommunioate, and develop into harmony and powfer the charac- 
ters which be is aiding to form. 

What satisfaction must till tho miud of the teacher who knows and 
feels in his own experience that ho is au efficient instrument of forming 
the minds of the youth intrusted to his care ; and how is this feeling en- 
hanced when he can realize that he is the instrument of tho Holy Spirit ! 

It is obvious from what. I have said above, that tho profession of the 
teacher cauuot bo too highly estimated. It demands, for its highest 
success mid usefulness, a special knowledge and training beyond the 
scope of the common learning and methodical discipline which it labors 
to impart. The teacher should know the Human mind, and the bodily 
conditions upon which the Mind depends. 

When the Mind is thus understood, the necessity for the special qualifi- 
cations of tbe teacher will be felt, and his gifts and attainments will be 
appreciated ami justly rewarded. 

The work of tho teacher, then, instead of being a temporary employ- 
ment which any one may assume for preseut necessities, and as a step- 
ping stone to ulterior and different vocations, will rise to its true place in 
the front rank of tho professions. It will command tho best talent, and 
be rewarded with tho highest remunerations. 

The teacher takes hold of Society iu its formative elements. When 
Society knows its own interest in the developing and trainiug process of 
Education thus definitely understood, and establishes the proper condi- 
tions, this vocation will have its owu proper precedence. 

Until our own time, the world has been without the knowledge necessary 
for this beginning. 

Very respectfully, 

Your obedieut servant, 
JOHN HECKER, 



OF EDUCATION. 79, 



Recapitulation of previous letters. 



[From Mr. Hecker to Mr. Kiddle.] 
Henry Kiddle, Esq., 

Dear Sir : In the preceding letters I have described the general or- 
gan.zation of man, with reference to the operations of the Mind, desiena 
ting the principal organs concerned in the maintenance of life, and indi- 
cating what qualities of disposition manifested by the individual are 
traceable to an origin in the peculiar phase under which the functions of 
these temperamental systems may be blended in the constitution. 

In order to make this clear, with reference to the variable and shift- 
ing phases of the temperament during the immature period of childhood 
I have delineated the temperamental characteristics, as presented in the 
more settled and fixed form manifested in adult life. 

We have seen that for the purposes of description, four primary tem- 
peraments may be enumerated, the brain and the nervous system consti- 
tuting the organism of the temperament which presides over and is sup- 
ported by the other three. 

The three bodily or physical temperaments -the abating function of 
the lungs, the nutritive function of the digestive system, and the secre- 
tory functions of the liver— are to the expenditive functions of the Ner- 
vous system, what the soil is to the plant which it nourishes. 

These three vegetative temperaments combine to supply the organiza- 
tion, which the mind, through the instrumentality of the Nervous tem- 
perament, presides over and directs. But although they combine thus,, 
life being the resultant of the associated functions, they struggle for mas- 
tery over each oiher. Great diversities of disposition result from the va- 
rying degreo in which these elements of life infuse, intersupply, and sup- 
port each other, within the limits of normal and healthful proportions ; 
and these limits have adaptation to the external circumstances of climate,* 
food, vocation, &c, but undue disparity among these temperamental 
functions unbalances the constitution. 

The attention of the Educator is requisite to promote the equable and 
harmonious development of the temperament, and he should use the char- 
acteristic tone imparted to the mental processes by the temperament as 
an element in adapting the methods of instruction and discipline. The 
teacher, himself, is to adapt his own temperamental character to his work, 
not only through external self-restraint, but, radically, by the power which 
the mind has, when quickened and guided by the Holy Spirit, to modulate 
the organic functions of his own physical sjstem as well as of those 
under his instruction. 



80 SCIENTIFIC BASIS 

The temperaments and mental character delineated as seen in the adult. 

Each of the four great elements of temperamental character has its 
manifestations throughout the system, and may be discerned in the hand, 
or any part of the body ; but they are more readily characterized in pop- 
ular description, by tho form and shape, the complexion, the color of the 
hair and eyes, and the habitudes of position and motion; and I have de- 
scribed them by these indications. 

The immediate duty of the Educator is with the development of the 
Nervous temperament, and the training of the processes of its chief organ, 
the brain. The Nervous temperament, in its relation to the other three, 
may be compared to the E string on the violin. In it appears the highest 
tension and most delicate susceptibility of the whole instrument ; but it 
depends on the support and harmonious combination of all the others. 

The remaining inquiries in your letter relate to tho brain, the organ of 
this temperament, whose processes distinguish Man from the brute crea- 
tion, and form the chief instrumentality of God's own intercourse with Man. 

In describing the cerebral indications of character it will be necessary, 
as it was in the case of the temperaments, to delineate the more settled 
and fixed form in which these elements appear in the adult. But it must 
be constantly borno in miod that childhood manifests the shifting, variable 
phases of tho translucent formative period of growth. The nervous ac- 
tivity dances in the senses and the general sensibility. Every sensuous 
impression is a novelty, Mental consciousness is undeveloped ; purely 
mental activity waits on the sensuous excitants, and is evanescent and 
momentary. It is only by slow degrees and long training that the con- 
sciousness is developed, and the springs of action, the channels of thought, 
the prudential rostraint, and, lastly, the full physical powers, and the 
moral susceptibility and impressibility are brought to their due proportion. 

While these elements are in the process of formation and the mind is 
peculiarly susceptible to sensuous influences, the teacher's work is to be 
done. 

As iron will not amalgamate with tin, nor gold with silver, in their na^ 
tural state, but the skilful artisan, by the insertion of an alloy more fusi- 
ble than the respective metals to be united, may effect a firm adhesion, so 
the well-informed teacher, by an intelligent application of Physiological 
and Phrenological laws, may incorporate his own mental and temperamen- 
tal dispositions into tho miuds of his pupils. 

In order that the teacher may not be misled by a short-sighted exclu- 
sive attention to mere immediate necessities without regard to the ulterior 
objects of Education, the answers to your questions necessarily involve 
the whole ground of human development. They require me to touch 
upon many points which seem foreign to Education as now administered; 
but which must be taken into consideration, in adjusting the basis of Edu- 
cation in a scientific knowledge of the Mind. The whole field of human 
character must be included, to elucidate tho premises upon which tho 
training processes are to be regulated. 



OF EDUCATION. 81 



General Principles of Cerebral Form. 



I now proceed to consider the questions embraced in that division of 
your letter of July 27th, which is marked (B). 

1. " What General Principles, (if any) Founded upon External 
Manifestations of Cerebral Structure may be Adopted as a Guide 
in Training the Faculties of the Mind ?" 

The general principles founded upon external manifestations of Cere- 
bral Structure, which are most important in their bearing upon Education, 
I will state connectedly as follows, although some of them I have indi- 
cated in the previous letters. 

1. Grouping of the Faculties. — Each hemisphere is composed of three 
lobes or groups of convolutions, distinguished from each other, both by 
anatomical evidence of their sensuous connections, and by their con- 
trasted functions. They are the posterior, ihe anterior, and the upper 
groups, manifesting, respectively, the passional faculties of the mind, 
which are termed Propensities, the intelligent faculties, which are termed 
the Intellect, and the sentient or moral faculties, which I term the Spirit- 
ual group. 

The characteristic phase of the consciousness varies according as the 
habitual activities of the mind are centralized in one or another of these 
groups of faculties. 

2. The Propensities and the Intellect, — The nerves of sensation from 
the posterior column of the spinal cord and the thalamus more immedi- 
ately communicate with the posterior group or Propensities ; and here 
the natural and sensuous forces of the mind have their seat. The Intel- 
tect or anterior group is called into action, both by the Propensities and 
by the nerves of special sense ; and the passional desires of the mind, 
both selfish and social, thus become intelligent. The Intellect, by pre- 
senting and individualizing external objects of desire or necessity, re-acts 
upon and stimulates the Propensities. 

The organs of the Intellect and the Propensities meet and over-lay each 
other in the base of the brain, underlying the Spiritual Faculties above 
them, and, by the degree of their development, indicating the sensuous 
force and activity of the mind. 

3. The Spiritual Faculties. — The upper lobes, lying together along the 
median line in the crown of the head, have anatomically less immediate 
and full communication with the sensory and motor tracts than either of 
the other lobes ; and these are the seat of the higher functions of reli^ 
gious impressibility and susceptibility. 

4. The Executive Faculties and the Will. — The part of the hemis- 
pheres having more immediate relation to nutrition and voluntary motion 
are the convolutions contained in a central transverse core from ear to 
oar. This part comprises three exterior convolutions upon each side, — 
viz: — Alimentivenees in front of the earg. Destructiven°s9 between m 

U 



82 SCIENTIFIC BASIS 



General I'rineiples of Cerebral form,— continued. 



above the ears, and Combativeness behind the ears, — and also the interior 
convolutions of the Desire to Live. This part of the brain, especially 
the convolutions of Destructiveness (which is first in activity) and the 
Desire to Live, are the convolutions most closely connected with the me- 
dulla oblongata, and are the executive faculties, through which physical 
force of outward manifestation is given to the qualities of other parts. 

5. The Restraining Faculties and the Cunscious>iess: — The part of 
the hemispheres having more immediate relation to passional mental 
restraint, or the control of action and the retention of power, volun- 
tary or involuntary, are the convolutions occupying a region above 
and behind the ears. The lower or sensuous part of this range 
comprises the faculties of Cautiousness and Secretiveness ; there are 
two other restraining faculties, which being of a Spiritual nature are 
properly influenced only through Godliness. The two first named are 
among the Propensities, and the others lying vertically above them, in the 
top aud back of the head, are the posterior convolutions of the Spiritual 
group. Theso four pairs of faculties, I term the Restraining Faculties. 

Mental action becomes conscious through these faculties, 

6. Association of the faculties. — The faculties are not to be regarded as 
acting individually, each by itself in turn, but in combination or associ- 
ation with each other ; and the mental state or act varies according to the 
faculties which are associated and those which are predominant in the asso- 
ciation. The executive faculty, by its greater or less participation in the 
combination, makes the act an overt one, or a mere mental disposition. 

7. The location of Specific Organs. —The convolutions in each group, 
which constitute the organs or instruments of the special faculties, do not 
have the same invariable position in different heads ; but, while they 
maintain the same general relations of contiguity, have in each head a 
characteristic development, both in 6ize and in position, whether more 
forward or backward, upward or downward, and the peculiar form of each 
head is the result of this combined development. 

8. Sensuousness. — Convolutions or organs in the lower ranges, in any 
part of the brain, manifest functions of a more sensuous character than 
those above them. And an organ developed downward has more sensu- 
ousness than the same organ developed upward. 

9. Size and activity. — Size of the organs is a measure of power ; activ 
ity, of influence. 

10. Precedence of contiguous faculties. — The convolutions of each 
hemisphere have a general correspondence in form with each other, and 
those pairs of convolutions which lie along the median line, running 
through the longitudinal centre of the head, tend to possess, by reason of 
this contiguity, a precedence in activity over the side faculties which are 
more remoto from each other. 



OF EDUCATION. y3 



The Phrenologic Bust of Washington. Groups and clusters of Faculties. 

1J. The law of life. — The law of natural life is Necessity, Action, Re- 
straint. It is the primary object of Education to evoke Intelligence to 
direct the forces which Necessity arouses, bringing into sway the law of 
Educated life— Necessity, Restraint, Intelligence, Action. 

12. Means of influencing the faculties. — In Education the mind is ap- 
proached through the organs of the special senses, and the general phy- 
sical sensibilities, and these naturally tend to awaken the largest of the 
sensuous faculties. The way to call into activity a small faculty is to 
reach it through the largest contiguous faculty. 

Some of the foregoing principles will bo fully noticed in answer to the 
specific inquiries you have put. Before proceeding to answer those spe- 
cific inquiries, I wish to elucidate more fully several of the foregoing 
principles which are of fundamental importance to a right understanding 
of what I have to say of the specific faculties. 



1. THE GROUPING OF THE FACULTIES. 

In a former communication, and by the Phrenologic bust of Washing- 
ton, it has been explained that the faculties are associated in three groups. 
You will observe that upon one side of the head, in the Phrenologic bust 
■of Washington, of which views are presented, I have given the gen- 
eral groups and clusters or subdivisions of groups, in which the faculties 
exist, while upon the other side, is stated the special nomenclature of the 
individual faculties comprised in each group and cluster. The three pairs 
of groups and their respective faculties are marked in lettering of differ- 
ent sizes ; that employed for the Spiritual faculties being largest, that 
for the Propensities, smaller, and that for the Intellectual faculties, the 
smallest of all ; corresponding with the gradations, in size and number, 
of the brain organs. The organs of the Spiritual faculties are the larg- 
est in size, but fewest in number, being only seven on each side of the 
top of the head. Those of the Propensities are smaller, and eleven in 
number on each side. Those of the Intellectual faculties are the small- 
est, but are eighteen in number on each side. Each of these groups has 
a qualitative force peculiar to the faculties of that group, the true nature 
of which is indicated by the name and order marked upon the bust. 

Those organs of the Spiritual group which are in the upper front part 
«>f the head, namely, Brotherly-Kindness, Spiritual Insight and Aptitnde, 
constitute a cluster which may be characterized as the Intuitive cluster ; 
while those in the upper back part, namely, Steadfastness, Righteousness, 
and Hopefulness, constitute what may be characterized as the Meditative 
cluster. These faculties are brought into a realization of the Truth, and 
into oneness, by the central faculty of Godliness, if all these exist in 
their proper order. The faculties of the Intellectual group classify them- 
selves, in the same way, into the Perceptive cluster, the Conceptive clus- 



84 SCIENTIFIC BASIS 



The Intellectual Group anJ the Lawyer. The Spiritual Group and the Theologian. 

ter, and the Combinative cluster, and the regions occupied by these clus- 
ters, respectively, are marked upon the bust. National characteristics 
largely depend upon the relative predominance of these clusters. More- 
over, in any civilized society, men unconsciously classify themselves ac- 
cording to this order, those who have similar predominance in the clusters 
consorting with each other. When a number of men voluntarily associ- 
ate together in any one pursuit, there is an organic reason for it, in the 
similarity of the order of their faculties, or in a complementary relation, 
by which each supplies what others lack. 

By referring to my former letter, in which the names of the faculties 
are given in their associated order, you will see more clearly the combi- 
nations in which they appear upon the bust. 

The diversities of mental character, arising from the three-fold division 
or grouping of the faculties, and from the relative predominance of the 
groups, may be illustrated and contrasted, by taking, as types of the 
three classes, the Lawyer, the Theologian, and the Politician. These do 
not characteristically differ greatly in the circumstances of their develop- 
ment, except in the brief period of professional education, and will, there- 
fore, serve to make more clear the contrast between the groups. Of 
these classes the Lawyers will afford the most numerous illustrations of 
the Intellectual or logical mind. Physiologically, they tend to activity 
in the Intellectual group, rather than in the Social Propensities or the 
Spiritual Faculties. In mental process, they subject everything to the 
analysis of the faculties in the Intellect, particularly in the Peroeptive 
cluster. It is their forte to perceive and discriminate clearly, and to 
command the resources of language, both in speaking and in writing ; but 
all this the3 r may possess, without that exeoutive force and administrative 
ability, which rest in the predominance of the Animal and Social Propen- 
sities, led by Destructiveness, (or Executiveness,) one of the faculties of 
that group. Moreover, they may possess either or both of those charac- 
teristics, without that quality which is tenned the Judicial mind, which 
results from the predominance of the Spiritual group, led by Righteous- 
ness and Steadfastness, or as these faculties, iu their natural development, 
are called, Conscientiousness and Firmness. 

The Theologian will serve as the lype of the class iu whom the Spirit- 
ual Faculties are predominant. He seeks, not merely to discern truth 
by means of its outward, objective forms and proofs, through the Percep- 
tive Faculties, but strives rather to receive and realize it in his inward 
consciousness ; and this is to be done by the direct influence of the Holy 
Spirit upon the soul in its consciousness in the Spiritual Faculties. He 
claims that by this Spirit he has been called to minister to men in holy 
things. There are mauy Theologians who reason only intellectually like 
the lawyer ; but, though Spiritual Truths may be analyzed and expounded 
iu this way, the discpuisition which the Intellect gives cannot directly, 
though it may indirectly, induce a Spiritual realisation of the Truth in 



OF EDUCATION. 



The Propensities and the Politician. The use of Language. 

the consciousness of the hearer. The habit of using certain sounds and 
formulas of words for the expression of the activity of certain faoulties, 
gives only the objective moans of awakening and exercising those facul- 
ties in another person. In order to bring tho truth directly to the realiza- 
tion of the spiritual consciousness of tho hearer, it is necessary that what 
is expressed should be first realized in the spiritual consciousness of the 
speaker. If it is so possessed by him through the instrumentality of the 
Holy Spirit, the communication of tho truth by him will be with power. 
This spirit in him gives tho inward or subjective condition for religious 
teaching. The one without tho other is the form of Godliness without 
the power thereof. 

The Politician is successful in his peculiar calling, because of the pre- 
dominance in him of the Social and Animal Propensities. It is in tin-.' 
that the forces reside, and if these organs are proportionately largest in 
bulk, there exists a great activity, as well as force, in these faculties. If, 
instead of being drawn forward into the Intellect, or upward into tho 
Spiritual group, the forces are exercised in the Propensities, and are 
sufficiently restrained by Cautiousness and Secretiveness, the man will 
possess that energy, pugnacity, social influence, and tenacity which enable 
him to lead other men in public affairs. Men in successful political life 
will be found, by the observer, to possess breadth of head in the region of 
the faculties of Secretiveness, Cautiousness, Destructiveness, and Com- 
bativeness. f 

A degree of the same development in the Theologian, accompanying 
the predominance of the Spiritual Faculties, constitute the good organ- 
izer, and tends to make a leading ecclesiastic. 

These generic distinctions between men, arising out of different pre- 
dominance in the groups, are of prime importance, and are to be kept in 
view at every step in the discussion of mental science, or of the history 
of opinion. 

Language. — The mental differences resulting from this difference 
of organization affect the use of Language, which is the representative 
form of thought. 

Language is an expression of the public mind. No man can give a 
precise and exclusive definition of words, because it is the result of pub- 
lic usage which is multiform and diverse. Language cannot be accurately 
and precisely understood except with reference to the diversities of 
character dependent on the activity being centralized iu different groups. 

Men understand language, and use it, with different significations, ac- 
cording to their organization in this respect ; and the very word with 
which we designate a mental phenomenon may represent an essentially 
different fact, according as the one group or the other predominates in the 
person speaking or hearing it. 



S< n A HPIC BASIS 



Language Phronologicallj conridered Love, Faith, Patience, Joy. Propensities and Intellect 

\ description of the oharaoter and functions of the Spiritual Faculties 
e&peoially oannot be rightly understood, without attention to this relation 
between language and mental organization. 

The word Love, as the expression of a mental phenomenon or 6tate, in 
u mind in which the Spiritual group predominates and has been awakened, 
designates a different state or affection from that designated by the same 
term, when used by a man in whom the Spiritual Faoulties are dormant 
and the Propensities predominate. The former is a principle not inher- 
ited, but tbe retlection of the Divine Nature, wholly unselfish, having 
for its objects, primarily, the Creator, and next, the welfare of one's 
fellow-creature-. This is the love which the Gospel teaches, which was 
manifested in Christ, and of which the Apostle speaks, when he says — 
•• Let us love one another : for love is of God : and every one thatloveth 
is born of God and knoweth God. He that loveth not, knoweth notGod : 
for God is love." The other affection or state designated by the same 
term, love, is the activity of Adhesiveness, or some other of those 
social affections, or even mere Animal desires, which are among the 
Propensities, the love o( husband and wife, love of offspring and children, 
love of the race, home, love of self, lave of friends. All these, beside 
other Propensities, are implanted by the Greater, and have for their ob- 
ject the continuance of the race, upon earth, and the social harmony 
necessary for that object. 

Faith is the conscious possession and realization of God by His Holy 
Spirit, when the consciousness of the soul is centralized in the Spiritual 
Faculties. In this spiritual sense, it is a generic term for the manifestation 
of this group. It is not to be confounded with Intellectual belief or logical 
conviction, which is the assent of the Gonceptive and Combinative Facul- 
ties to the deductions from outward and perceptive facts. 

Patience, in the truest sense ot' the term, is the Spirit of Godliness, 
Brotherly Kindness. Steadfastness. Kighteousness, and Hopefulness, man- 
ifested in long sufferiug. In the worldly sense, it is Restraint through 
the faculties of the Propensities — Cautiousness and Secretiveness — for in- 
terest's sake to bear and forbear in order to get the advantage. 

Joy, in its Spiritual or Christian meaning, is the realizing sense of the 
indwelling of God's Spirit — joy in the Holy Ghost. In the worldly sense, 
it is the immediate gratification of the desires of the Propensities. 
Many other words used to designate mental states, are equally ambiguous. 



2. THE PROPENSITIES AND THE INTELLECT. 

These two groups, constituting together the whole lower part of the 
hemispheres, are the faculties through which man in tbe natural state 
manifests his life. 



OP EDUCATION. -; 



The characteristic*- of the Propeniitiei and the Intellect, The Spiritual On 

All the mental operations of these groups are, in their nature, physi- 
cal ; and upon their quality and proper exercise the whole physical forc< • 
of the system, and the natural mental disposition depend) for control and 
direction. 

All of the Propensities bat two tend to action i each following its own 
law, and in the combined activity their united force follows the oharoefc r 
i.stic law of the group; viz : Desire-. 

The desires are all dependent upon sensuous conditions. Those of the 
most sensuous character, which have their organs at the base of the brain 
are of a more gross nature, their mental character being blended with the 
physical or bodily functions. These are called, distinctively, Appeti 

The Desires, that is the activities of the Propensities, when intensified 
beyond the ordinary degree, are termed the passions. 

The Necessities of Life reside in the Propensities. 

The Intellectual group of faculties are not emotional like the Propensities 
but cognitive. In them resides not the force but the direction of life. 

Intelligence without Desire is inactive. 

Our poor houses are full of people with predominant Intellectual facul- 
ties, who by reason of deficient force or restraint in the Propensities (in 
the absence of Spiritual guidance) are improvident. 

On the other hand our prisons are full of persons with predominant Pro- 
pensities, but deficient in restraint and Spiritual guidance. 

The Pet-ires of the Propensities invoke the activity of the Intellect giv- 
ing intelligent selfishness. Canning is the lower form of such intelligence, 
where the sensuous faculties at the base of the brain are most active. 
Prudence is i's higher form, where the restraining faculties and the i 
ceptive and combinative reason unite in guiding the action, under 6ome in- 
fluence of the higher moral sentiments. 

The Spiritual faculties are not brought into their true life by theee sen- 
suous groups. Man is lost without special Divine guidance. 

.'i. THE SPIRITUAL. FACULTIES. 

By nature, the Spiritual group is not predominant in activity. [Ji I 
energized by the power of the Holy Spirit, its faculties are passive ; for, 
although they have a certain natural exercise, it is subordinate to the 
Propensities or the sensuous Intellect, and does not amout.t to an activity 
which rules them. 

The true function of these faculties is reflective, in the strictest sense ; 
and the necessary condition for this function of impressibility and sus- 
ceptibility, is the superseding of the sensuous activity of the predominant 
faculties in the Propensities and the Intellect, by the meek and humbh 
activity of this whole group. The peculiar qualitative character, only, 
of the manifestation depends on the size and order of development oi 
organs, and the temperamental conditions. 



SCIENTIFIC BASIS 



Reflection defined. Manifestation of the Truth by the Spiritual faculties. 

Metaphysicians, not recognizing the reality of a Diviue influence upon 
the hearts of mon, have defined reflection, as the process by which the 
mind turns itself back upon itself audits own consciousness; and have 
asserted, that every thing exists previous to reflection, in the conscious- 
nes8 _thi8 funotion of the mind being to consciousness what the micro- 
scope ami the telescope are for the natural sight — not making the objects, 
but illuminating them, ami discovering to us their character and their 
laws. 

But the mind does not only turn itself back upon itself in reflection ; 
it may turn itself toward lied, so to speak, and receive His influence by 
reflection. The Scriptures and the religious history of man, and our own 
experience, alike teach us, and the science of mind establishes, that the 
Truth, which is single, entire, and absolute, is reflected in the mind of 
man, by the instrumentality of the Holy Ghost, in the Divine order, viz : 
Godliness, Brotherly-Kindness, Steadfastness. Righteousness, Hopeful- 
ness, Spiritual-Insight, and Aptitude. 

It is this reflection of the Truth, in its oneness, which is the true func- 
tion of these seven-fold Spiritual gifts. 

They receive the Truth passively, as it were, and become consciously 
aware of its power ; and, according to their order, they shed it within the 
consciousness, and upon all the faculties, and upon mankind around. 

This reflection varies in accordance with the organic order of these 
faculties in the individual, and the resulting gifts proceed in accordance 
with the order of development. The reception of the influence of the 
Holy Spirit does not necessarily or immediately modify the order of de- 
velopment of the Spiritual Faculties among themselves, or as compared 
with the others; but it does give them, as a group, immediate command- 
ing influence over the other two groups, the Intellectual Faculties aud 
the Social Propensities, 

When all the Spiritual Faculties are developed, in their true order, as 
above stated, and, by the power of the Holy Spirit, thus lead the faculties 
of the other groups, the Propensities are subordinated by the power of 
the Spiritual nature, and their centralized will aud worldly Spirit are 
superseded ; while their various faculties, particularly Destructiveness, 
Cautiousness, and Seeretivoness, are brought into requisition to execute 
the Spirit's behests, aud the Intellect also is called to answer its demands, 
both in synthesis and analysis. Thus God works inns, " both to will and 
to do of His good pleasure." 

It is not. however, left to individual man to manifest the Truth. God. 
through Christ, man tested the Truth in its perfect order in human or- 
ganization. Christ's conversation with his disciples before He suffered, 
and His prayer for them, and for those who. through them should also 
believe, teach us that He came to manifest the eternal life, that is, He 
came iu order that men might know God : that the Spiritual life and keep- 



OP EDUCATION. 



The principles of Phrenolopic Nomenclature. 



ing of His followers depend upon their being united in Love, as ho or- 
ganized them ; and that their sanctification depends on the Truth, which 
He asked the Father to send them ; that, thus organized and guided, they 
were sent into the world, though they were not of the world, to the same 
end that the Father sent the Son into the world ; and that it should bo 
through their Word that others should believe on Him ; and that all dis* 
ciples must be united in love, in the method of His appointment, in order 
that the world may believe on Him. Thus, by the Church, which Christ 
founded, associating with Himself twelve persons, the unity of the Truth 
is to be manifested in its harmony and completeness, as it never could bo 
through individuals with their diverse organizations and remaining sinful 
dispositions, or through more numerous bodies. 

Nomenclature. — The method by which the location of the organs 
has been usually defined by Phrenologists is to indicate the region occu- 
pied by each one, when it is predominant, and not specially modified by 
other faculties or by the unequal development of its own parts ; and tho 
method by which the faculties have been named by Phrenologists is to 
take the extreme manifestations of each, when not specially qualified by 
others, to characterize its quality. 

In entering upon the subject of individual faculties, it is necessary to 
recognize that Dr. Gall, in his own mental organization, was disposed to 
conceive a principle upon the suggestion of a fact or phenomenon, and 
then sought for other facts to support the principle to its fullest extent. 
Dr. Spurzheim, by his organization, was disposed to perception, and 
hence, by more special observations, was led to narrower deductions. He 
saw the necessity for a system based in a constructive order, upon the 
perceptive facts observed in general and in detail. In the main, bis more 
specific investigation substantiated and gave point to the principles con- 
ceived by Dr. Gall. But his nomenclature and classification were made 
without sufficiently discriminating the basis of Phrenology in the local- 
ized functions of the faculties in groups. 

Dr. Spurzheim carried the science to a much more arbitrary presentation 
than it had before received, no man since his time having contributed so 
much to its progress ; but his philosophic classification is indequate. Dr. 
Gall's philosophy in respect to the form of the head, was sound, but the 
facts were too arbitrarily individualized and presented by him, to give the 
subject its proper place in the minds of sensitively intelligent men, as a 
science. But in the infancy of the science such a nomenclature was 
essential for the establishment of Phrenological truth as he conceived it. 
To illustrate this, Dr. Gall first characterized a particular faculty as the 
organ of murder, because he found it largely developed in every murderer's 
head ; but Dr. Spurzheim was obliged to modify this, and called it the 
organ of Dostructiveness, because of its prominence in many of a quiet 

12 



90 SCIENTIFIC BASIS 



Deatructiveaest, Exeeutivoness. Nbuiob of Spiritual Faculties. Godliness. 



aud peaceable disposition; by Phrenologists of tho present day it is re- 
garded as simply an executive faculty, and will, I doubt not, ere long bo 
recognized as tho organ of " Executiveness ;" — and thus, as the science 
advances, the whole nomenclature given to the passions will be modified 
on an intelligent basis, presenting the mind in a more humane aspect. 

In defining tho qualitative character of the faculties, and delineating 
the position of the organs, it is of the utmost importance to regard the 
variations which are caused by the influence of the group which may bo 
predominant, — by the force of large Propensities, b}' the modifying influ- 
ence of cultivated Intellect, by the influence of the natural Spiritual 
Faoultios,— and also by the consorting of the special faculty in question 
with faculties contiguous to it, whether in the samo group with itself or 
not. With the exception of tho awakened Spiritual Faculties, which 
illuminate aud imbue the whole being, each of these conditions affects 
tho position aud geueral shape of tho organ and the qualitative charac- 
ter of the faculty, and often, indeed, tho whole shape of the head, and 
must be taken into consideration, in a correct analysis of the faculties in 
any given mind. 

I have adopted the names given by Dr. Spurzheim to all the faculties, 
excepting those in tho Spiritual group. In delineating tho faculties of 
this group it must be observed that we are contemplating, not man as an 
animal, merely, perverted and lost, but also man redeemed, and restored 
to Spiritual life in the imago of his Creator. Tho reader of Drs. Gall 
and Spurzheim's deliueatiou of the faculties will seo that, even in regard 
to these Spiritual Faculties, which the latter terms Sentiments, they look 
among the animals for the proofs of their existence, and when they de- 
scribe them as manifested in man, it is chiefly in their natural and low 
state. Thus regarded, the nomenclature which Dr. Spurzheim adopted 
is not inapt; but the true activity of these faculties as they should be 
awakened under Christianity, reouires names of deeper significance than 
mere Moral Sentiments. 



Godliness. — This faoulty was first designated by Dr. Gall, the founder 
of Phrenology, as tho organ of Thoosophy, or the organ of God aud Re- 
ligion ; and in giving it this character he was right. But Dr. Spurzheim, 
who treated Phrenology by an Intellectual analysis, denied that man can 
know God ; and stated that this faculty is only a sentiment, and is blind. 
He accordingly termed it Reverence. 

If we ignore tho true life of the Spiritual Faculties, and regard man 
only in his fallen estate, and unregenerated. this would be a just descrip- 
tion of tho faculty. Dr. Spurzheim did not sufficiently regard the facts 
of the religious nature and history of man. God does make Himself 
known to men, by His Holy Spirit, who has direct, immediate intercourse 



OP EDUCATION. 91 



Reverence, Veneration, or Godliness. Benevolence, or Brotherly-Kindness. 

with them through this faculty, and through it illumines, first, the Spirit- 
ual nature, making it Holy, and thus illumines the whole mind, giving it 
a godly character, I have adopted, to designate this faculty, the term 
Godliness, which is that used in the Holy Scriptures. 

The natural tone and manifestation of the faculty of Reverence or God- 
liness, is humility, and it is to this receptivo frame of mind, which the 
Scripture characterizes as the humble and contrite heart, that God pro- 
mises His presence and grace. But the mind is by nature indisposed to 
receive the Spirit of God, because the Propensities predominate, and, by 
calling the Perceptive Faculties, which are sensuous, into their service, 
rule the Intellect and overpower the Spiritual Faculties. This is the 
carnal mind, which is enmity against God. When the Propensities are 
strong, therefore, they intercept the exercise of Godliness ; and for this 
reason, the passions must be subjugated and held in control, in order that 
the mind may be in this meek, receptive state. 

The faculty of Godliness is, as it were, the eye of the Soul. Its special 
function is to receive the Holy Spirit, as the eye receives natural light. 
When the mind examines its own consciousness in comparison with the 
indwelling consciousness of the Spirit of God manifesting His influence 
in the heart, a self-evident conviction of our own shortcomings and sin- 
ful state arises. It is apparent that while God is good to aid, the just and 
unjust, and manifests His Divine love to all mankind, we, however well 
disposed, are imbued with selfish motives, and do not fulfil this law of 
love. This self-examination and consciousness of sin, in contrast with the 
Spirit of Godliness, give the opportunity for growth in humility and 
grace, and open the mind more and more to the renewing power of the 
Holy Spirit. 

This fitness to receive the grace of God, and to become transformed by 
Him, is increased and is afforded its true conditions, when the faculty of 
Brotherly-Kindness is next predominant, in accordance with the order 
which Christ established, He declaring, that when two of His disciples 
agreed touching what they asked, they should receive, and that where two 
or three were together, He would be in the midst of them. 

Brotherly-Kindness. — Dr. Gall and Dr. Spurzheim designated this 
faculty Benevolence. The former was somewhat at a loss to distinguish 
it from Conscience and the Moral sense. Dr. Spurzhheim's observation 
of this faculty seems to have been more specific, and he describes it as 
different from the moral sense, and as a fundamental power, producing 
mildness and goodness and a long catalogue of modified actions variously 
styled benignity, clemency, mercifulness, compassion, kindness, humnnity 
and cordiality. 

I place it in next order to Godliness, because this is the order of the 
Spirit of the Holy Ghost, which makes love to man the second great 
command. Godliness is the regulating force of Brotherly-Kindness. 



92 SCIENTIFIC BASIS 



The Faculty of Brotherly-Kindness. 



This is the foremost of the sympathies. When awakened by the Holy 
Spirit, it feels the obligation and the duty to bear the sufferings of one's 
fellow beings ; and brings into requisition all the faculties of the mind to 
carry out this necesssity. It is in this faculty that the virtue of Christian 
helpfulness finds its praotioal exorcise, in tho same sympathy which led 
our Saviour to suffer on the Cross for mankind. It was through this fa- 
culty in the Apostles, that Christ's promise to give the power of curing 
diseases to those who had faith, was fulfilled in them. The ordinary 
benevolence of men has relation chiefly to the outward and bodily wants 
of those in distress. The full and Christian activity of this faculty, when 
awakened by the Holy Ghost, has regard to man at large, without respect 
of persous, although its more specific exercise regards those fellow-crea- 
tures, who are dependent on the individual, or immediately around him. 
Its object is not merely the bodily and temporal welfare of men, for its 
own sake alone, but it cares more especially for their spiritual life, and 
for their bodily welfare as the condition of inward life. 

The exercise of this faculty is one of the chief conditions of maintaining 
the presence of the Spirit of God in our hearts. It is, by its position, the 
faculty most powerful to support that of Godliness, and, by co-operation, 
to iuorease the activity and influence of the latter, which should always 
lead it. The young ruler who came to Christ, had fulfilled all righteous- 
ness, but lacked yet the witness of eternal life in his heart ; and our Sa- 
viour, who knew what was in man, directed him to abandon himself and all 
that he had to tho exeroise of this faculty, by selling all and giving to 
the poor, through whioh he might have attained the power of Godliness. 
The teachings of scripture, the principles of mental science, and the ex- 
perience of the Christian alike attest that self-denying sympathy and care 
for the wants of the needy and suffering, espeoially those who are not 
naturally congenial to us by character or association, and whom the Pro- 
pensities would forbid us to serve, is the first oxternal or objeotive method 
of growth in grace, being the exercise of the faculties next in order after 
those of Godliness, 

The organs of these two faoulties, Godliness and Brotherly-Kindness, 
are located contiguous to each other, in the central portion of the head. 
The right exeroise of eaoh depends on the exercise of the other. " If a 
man say he love God, but love not his brother, he is a liar, and the truth 
is not in him." 

Ethical teachers are accustomed to put Conscientiousness, or Righteous- 
ness, before Brotherly-Kindness, in importance. But our Lord Jesus 
Christ teaches us that supreme Love to God, and a Love to our neighbor 
equal to that for ourself, are the first two principles, upon which all others 
depend, and are equal in strength in God's sight to all the desires of the 
Propensities. The leading principle is Love, and Righteousness is to be 
inspired by it and to modulate its aotion : Righteousness is the breast- 
plate ; its function is to guavd and restrain, 



OF EDUCATION. 93 



The Faculty of Steadfastness. 



Steadfastness— This is the faculty which Phrenologists, not suffi- 
ciently recognizing its higher relations with Spiritual qualities, have de- 
signated as Firmness. It has no direct relation to external objects ; but 
its function is to add its own positive quAlity to the manifestations of the 
other faculties. Thus, in combination with Self-Esteem, the contiguous 
faculty of the Propensities, it increases the strength and individuality of 
the personality ; in combination with the social affections, it assists in 
giving constancy to those affections : with the executive and administra- 
tive faculties, it tends to stability ; with the Intellectual Faculties, it 
gives steadiness and permanence. It is often said that, if this faculty is 
deficient, the person is yielding, and pliant, and subject to follow the wills 
of other persons ; but this is more often otherwise ; for though it be de- 
ficient, the Faculties of Self-Esteem, Inhabitiveuess, Philoprogenitive- 
ness, Approbativenoss, and others of the Social Propensities, still may, 
and commonly do, give persistency. If it is too predominant, and unreg- 
ulated, it necessarily shows a strong individuality, and it overrules, or 
rather, holds back other faculties, and results in obstinacy and stubborness. 

Dr. Spurheim defines tlire faculty, as he does others of the Spiritual 
group, as a peculiar natural sentiment ; and in delineating its influence 
upon the character, he does not go beyond the scope which it has in the 
natural and sinful state of man. This view necessarily resulted from his 
method, in which as I have explained, he took man as found in his natural 
fallen state, and consequently delineated every thing in the condition of 
the predominance of the Propensities and the Intellect. 

When, however, this faculty is awakened to Spiritual life, it finds its 
true function in its relation to the central faculty of Godliness, next to 
which it lies. That staidness which is inspired and regulated by the 
love of God, is the true quality of this faculty, and gives to the whole 
mind a nobler character than any mere sentiment of firmness. This 
quality the Scriptures designate Steadfastness, and I have adopted that 
term. Even though Steadfastness predominate over the Propensities, as 
it ought always to do, yet as long as it stands in its proper order toward 
the other Spiritual Faculties of Godliness and Brotherly-Kindness, which 
should precede it in order, it is incapablo of that abuse which we have 
indicated as obstinacy. If it be ruled by love to God and man, and com- 
bined with Righteousness, which is next contiguous to it, it gives the 
highest inflexibility of heroism and martyrdom, without stubbornness or 
intractability. In the knowledge of God, the mind finds the ground and 
rock of Steadfastness, always looking at the eternal and immutable, and, 
in feeling, resting upon them. Thus Asa cried in his prayer for help 
against the invasion, " We rest on Thee, and in Thy name we go against 
this multitude." The Psalmist gives constant expression to this fixed- 
ness of heart, and points to Godliness as the ground of it, when he says, 



f, 4 SCIENTIFIC BASIS 



Conscientiousness, or Righteousness. 



*' I have set the Lord always before me ; because he is at my right hand, 
I shall not be moved," and again, the righteous " shall not be afraid of 
evil tidings ; his heart is fixed, trusting in the Lord." And the Apostle 
delineates this virtue of Steadfastness as related to the right activity of 
the Spiritual Faculties, calling for the whole armor of God, that we "may 
be alil<> to withstand in the evil day. and having done all, to stand." 

This is the first of the Restraining Faculties of the Spiritual group. 
Through it, in connection with the other restraining faculty. Right- 
eousness, comes control, as well as the retention and continuity of 
power. 



Kighteousn'ess. — This is the faculty which, by Dr. Spurzheim, is 
called Conscientiousness. It is the moral sense, the sense of right and 
wrong aud of moral obligation. In the natural state of man this faculty, 
like the other Spiritual Faculties, is subordinate to those of the other 
groups ; aud metaphysicians, analyzing their own consciousness, or 
studying the consciousness of men at large, have, of course, been unable 
to agree upon the nature of this feeling. Some have asserted that the 
moral sense arises from self-love, that is to lay, that the ultimate test 
of right and wrong is, what is, in the highest sense, for our own interest ; 
others, that the love of praise is the source of this feeling ; others stilL, 
that it is a deduction by refiectiou, from benevolence and sympathy ; 
others, again, having perhaps higher mental organizations in view, have 
traced it to a sense of the fitness of things, or the hope of eternal welfare. 

Now, in point of fact, in a man in whom the Spiritual Faculties are 
not predominantly active, if the faculty of Approbativeness among the 
Propensities leads the mind, Conscience or the moral sense will be sub- 
ordinated in activity to that ; and it is a just description of this faculty 
in such a mind, to say that it depends upon the love of praise. Again, in 
a mind in which Cautiousness and Secretiveness predominate, especially 
if Hope is also large, the judgments of Conscience will be, as some phi- 
losophers have declared them to be, based on utility and the fear of evil. 
In the same way, all other theories of Conscience will be explained, if 
the combinations of other faculties with it be considered, and whether the 
one or the other predominate in the combination. These facts elucidate 
both the diversities of the action of Conscience in different minds, and 
the contradictory theories which philosophers have formed in regard 
to it. 

There is a special sense of right and wrong resting in the Conscience, 
in the limited conditions of moral or spiritual life to which man is by 
nature disposed, and hence many ethical philosophers, ignoring the spirit- 
ual judgment, have by a sort of eclecticism made Conscience dependent 
upon fortuitous circumstances. This is as far as philosophy seems able 
to go. 



OF EDUCATION. 95 



The Faculty of Righteousness. Hope, or Hopefulness. 



When the Spiritual Faculties are awakened, the moral sense is no longer 
a sentiment, led by and depending on analytic or selfish faculties ; bat 
its true individual character and relative order appears. It is illumined 
by the Holy Spirit, and controls, stimulates, and reproves all tho activities 
of the mind. This is Holiness, without which no man shall see God. In 
its fulness, it was manifested by our Saviour Jesus Christ alone. If we 
seek for Truth in its singleness and entirety, and. in the humble spirit, 
strive to receive it, hungering and thirsting after it in the way of Godli- 
ness, we shall all receive the same Truth alike, as it was manifested in 
Christ Jesus, as He declares Himself, "I am the Way, the Truth, and 
the Life ;" and when we understand the diversities of mental organization 
we shall all unite in the absolute Truth, although diversities of manifesta- 
tion will continue. When Conscience is thus enlightened, being, as tho 
Scripture terms it, Righteousness, it bears witness in the heart that one 
is the child of God. 

If Steadfastness bo insufficient, and the practical life, therefore not 
held in conformity to Righteousness, the latter faculty acts rather by 
reproof and self-condemnation, than as a guide and a source of con- 
fidence. 

The Apostle indicates the relation of this faculty of Spiritual knowl- 
edge, and judgment to those of Godliness and Brotherly-Kindness, which, 
in the true order, lead this, when he says, " I pray that your Love may 
abound yet more and more in knowledge and in all judgment." 

These two last described faculties, Steadfastness and Righteousness, 
are the Restraining Faculties of the Spiritual group. In this respect, 
their influence has some analogy to that of Cautiousness and Secretive- 
ness among the Propensities. Through Steadfastness and Righteousness, 
come that weight of judgment, that abiding in the Truth, that soberness 
and vigilance, which are proper and right in all things. These qualities 
are peculiar to Christian virtue, because they derive their inspiration, 
not from tho Propensities, but from the knowledge and love of God, as 
manifested by Christ Jesus, and shed abroad in the heart. A man in 
whom these qualities are strongly marked, and who also possesses natural 
force and intelligence, must lead others, because others of less strength 
in these faculties will lean upon and follow him. 

Steadfastness, when in combination with Righteousness, and with Cau- 
tiousness and Secretiveness, and led by tho predominance of Godliness 
and Brotherly-Kindness, gives that prevenient grace which is so little 
understood in the Christian life. It was flhrough this combination, under 
circumstances of overwhelming necessity in the surrounding condition of 
men, that the gift of prophecy, by the grace of God, resulted. 

Hopefulness. — Dr. Gall considered Hope as belonging to, or a part of 
the function of every faculty. Dr. Spurzhoim criticized him in this res- 
pect, saying that he confounded this peculiur feeling with desire or want ; 



96 SCIENTIFIC BASIS 

The Facnlty of Hopefulness. 



and Dr. Spurzheim describes buoyancy and elation of spirit, and the con- 
fident expectation of success in whatever the other faculties desire, as the 
functiou of Hope ; adding, however, that this sentiment is not confined to 
the business of this life ; but inspires hopes of a future state, and belief in 
the immortality of the soul. The Scripture delineates Hope among the 
noblest faculties of the soul, and shows its essential importance ; and Dr. 
Spurzheim was doubtless right in distinguishing it from the anticipatory 
affections of the other faculties. 

But Dr. Gall was also right to this extent, that a great part of what men 
term Hope is merely a vivacity in such affections or activities of other 
faculties, arisiug in part from a peculiar lively sensuous vitality in a 
special order of the Propensities, and in part from the temperamental condi- 
tions, and is not the activity of this organ of Hopefulness. 

In its natural manifestations, Hope is generally subordinated to the facul- 
ties below it, and not to those above it ; and takes its character, not from 
the Truth, as is the case when Hope is centered in God, but from the 
desires of the Propensities. Thus, in connection with large Acquisitive- 
ness, it gives the hope of success in business ; with large Cautiousness, 
the hope of safety in danger ; with large Approbativeness, the hope of fame. 

In all these manifestations, Hope is notoriously illusory ; comforting and 
encouraging for the immediate present, while its anticipations are con- 
stantly disappointed. If the faculty be large, advantages are magnified, and 
obstacles forgotten, the person procrastinates, and unless Cautiousness and 
the moral sense are strong, he will be lavish in promises, which will go 
unperformed. 

When this faculty is awakened, and stands in its true order, having its 
activity predominantly in combination with Godliness, the Truth inspires 
and guides it, and it becomes characteristically a sober and just anticipa- 
tion of the future. Instead of being led by the outward lively sensuous 
nature and the desires of the Propensities, it then leads and inspires them, 
they being kept, however, within the just limits marked by the influence 
of the Holy Ghost manifested through tho Faculties of Godliness, Brotherly- 
Kindness, Steadfastuess and Righteousness. Then is given that fulness of 
Hope, which marks the spiritual state of the Christian. In its proper 
order among the other faculties, and having its right exercise, it charac- 
terizes the whole phase of the mind, and illumines and draws forth the 
efforts of all the other faculties in their due order, in this characteristic, 
answering very nearly to Dr. Gall's view of it. Hence to give a true 
description of this faculty, in its spiritual activity, as it is delineated in 
Sripture, we may designate it as Hopefulness. This term corresponds to 
Dr. Gall's characterization of this quality of the mind, and includes Dr. 
Spurzheim's view. 

The quality of vivacity and sensuous activity which characterizes youth, 
and is often spoken of as Hopefulness, we understand to be, not so much 
a mental Rtate or faculty, as a sensuous pre-occupancy of the mind in ex- 
ternal life which proclude-B or supersedes despondency, and alike pre- 



OF EDUCATION. 97 



Wonder, Marvelousness, or Spiritual Insight. 



eludes or supersedes, to a degree, the activity of the other higher faculties. 
The Faculty of Hopefulness, when awakened, is no longer a specious sen- 
timent, capable of deluding the mind, but is " the anchor of the soul, both 
sure and steadfast." The Apostle delineates the exercise of this faculty, 
in its dependence upon Godliness, when he says that " Hope makoth not 
ashamed, because the love of God is shed abroad in our hearts by the Holy 
Ghost, which is given unto us." But, on the other hand, when the Pro- 
pensities rule the mind, this faculty depends on them, with their sensuous 
relations to the external world, for its activity, and lends its character, as it 
were, to them, increasing their delusions ; and as the communication of its 
organs with those of the Propensities is through the organs of Approba- 
tiveness, contiguous to which Hope lies, it is in such a mind most frequently 
excited under conditions which predispose the mind to shame. 



Spiritual Insight. — This faculty Dr. Gall observed to be prominent in all 
persons be met with, who were prone to believe in apparitions and 
supernatural marvels. Dr. Spurzheim, who was first inclined to term it 
Supernaturality, afterward designated it Marvelousness, because, as he 
said, it may be excited both by natural and supernatural events, and in 
every case fills the mind with amazement and surprize. By Dr. Combe, it 
was termed "Wonder. 

In thus designating it, they have characterized it by a sensuous and an 
extreme and special manifestation, and have not recognized its proper and 
most useful practical exercise, when combined with other Spiritual Facul- 
ties, which is the recognizing and being impressed sympathetically by the 
spirits of other persons. Phrenologists have been led to conjecture and 
assert, that there is a faculty of the mind which gives an instinctive 
knowledge of character, by its power to recognize and sympathize with 
the natural expression of the feelings of other persons which is marked in 
their countenance and in the whole person. To the unusual development 
of this faculty, in such men as Bacon, Shakespeare, and Scott, has been 
attributed their deep insight into human nature. There is without doubt, 
a constitution of mind which possesses this power, and its qualitative 
character is as various as the organizations are various. 

Careful observations will show that these functions of Wonder, Mar- 
velousness, and Discernment, are different manifestations of one and the 
same faculty. This is the faculty which gives the successful public 
speaker his sympathetic and intuitive possession and understanding of the 
minds of his hearers ; it is also the faculty which adds enthusiasm to the 
motives of men socially united. 

By this faculty, the soul, when illumined by the Holy Spirit, receives the 
influence of other minds, aud entero into and possesse^them by the direct 
reflex action of the Spirit of God. 

13 



08 SCIENTIFIC BASIS 



The Faculty of Spiritual Insight. 



Some writers ou Psychology have recognized and described the singular 
fact which sometimes occurs in the experience of thoughtful persons, 
that one seems to be made vaguely conscious of the bodily presence or 
even of the thoughts of another, without any apparent external suggestion 
of the approach or of the mental state, as the case may be. 

This is particularly observed in the case of intimate friends and com- 
panions. The mind of one has a premonition or presentiment of the most 
unexpected meetings, or the words 'of one seem to be the expression of 
the very thought passing through the mind of the other, under circum- 
stances which will not account for this sympathy or identity of thought by 
the existence of any common external cause or by association of ideas. 
Other writers have denied the possibility of any such faculty, explaining 
the alleged instances as accidental coincidences of electric laws. 

The phenomena referred to depend, usually, ou the exercise of the 
faculty of Spiritual Insight; but its, exercise is unconscious unless by a 
special knowledge of the faculties brought under attention, or unless the 
Spiritual Faculties are under Divine influence. 

It is through this faculty, when awakened by the Spirit of God, that we 
have an inward conscious knowledge of our own hearts as well as of others. 
The discerning of Spirits, which is one of the gifts of God mentioned by 
the Apostle Paul, is through this faculty. When this faculty is large, and 
ruled by large Perceptive Faculties, if excited by the influence of the 
Spirit of another, or any subject in which the mind centralizes itself, it 
gi^es the vision of apparitions, and the perceptive powers being over- 
shadowed by imagination, the man feels, sees, or hears what has no out- 
ward objective existence, but is merely the result of the activity of the 
faculty of Spiritual Insight, in combination with predominant Perceptive 
faculties. Other manifestations come from the predominance of the Con- 
ceptive or Combinative clusters respectively. In these special manifesta- 
tions, Marvel or Wonder is the result of the combined activity ; but the 
proper function of this Spiritual Faculty is the discernment of that which 
thus influences the individual. When the Spiritual Faculties are awakened, 
and, in their proper order, lead the mind, this faculty has its most useful 
and practical exercise in this discernment ; and its proper scriptural desig- 
nation is, therefore, Spiritual Insight. It should be by this faculty, acting 
in its proper order, and illuminated and guided by the Holy Spirit, that 
those who offer themselves to the ministry of Christ, professing to be called 
by the Spirit of God, should be tried, to see whether they be of God. It 
also gives the realizing sense of everlasting life, and that Spiritual unity in 
which the hearts of Christians blend in true worship. 

The character of this faculty, and the teaching of the Scripture, lead us 
to believe, that when the kingdom of God comes, and His will is done on 
earth as in heaven, the Church will be one, all its members being one with 
another in Christ, as Christ was one with the Apostles and with the Father, 
according to His pr&yer on behalf not only of the Apostles alone, but also 
of all who should believe in Him through their word 



OF EDUCATION. 99 



Spiritual Insight. Imitation, or Aptitude. 



When the fulness of the Spirit is manifested in men through the order 
taught by the Scriptures, this unity will result ; and it is only from this 
manifestation of the Divino Spirit, that the gifts and graces which are 
promised to the Church, will come. 

In its natural state, unenlightened and blind, this faculty, being subordi- 
nate to the outward sensuous Propensities, serves them, and is led by 
them into the errors to which they are prone. In this Btate, it tends to 
superstition and credulity ; and, with Aptitude, or Imitation, it disposes 
to panic when men are influenced by a common danger. In men in whom 
vicious activities of the Propensities rule the mind, this faculty, if large, 
gives readiness in discerning who are susceptible to their evil influence, 
and facilitates the power to seduce others into sin. 

From this brief description of this faculty, it will be seen that its right 
exercise is very important to the teacher. He is called on to guide the 
mind of the child, and sympathetic relations between him and his pupil 
are essential to his success. Ho cannot have the same natural and in- 
stinctive sympathy which the parent has ; but Spiritual Insight, if it be 
developed in the teacher in its proper order, and awakened, enables and 
disposes him to enter into the mind of the child, discerning his mental 
processes ; and if Steadfastness and Righteousness are large, so that his 
judgment is good, he then intuitively understands and appreciates the 
misapprehensions and the motives of his scholar. His explanations and 
admonitions will not be wasted where the scholar does not need them ; 
but he feels the root of the difficulty with which he has to deal, and all 
his instructions are directed to the very point at which they are needed. 



Aptitude. — This is the faculty usually called Imitation. Dr. Gall was 
first led to recognize this organ, by observing its prominence io a friend 
having remarkable powers of mimicry ; and subsequent observation of other 
persons possessing similar powers led him and Dr Spurzheim to charac- 
terize it as the faculty of Imitation, and to refer its importance largely to 
its dramatic function. 

The ability of the dramatist or actor consists of his mental impressions 
in this faculty, and his skill in giving them outward form in language or 
demeanor. 

This faculty, in its individual activity, or where it is predominant in con- 
nection with Constructiveness or Mirthfulness, and is led by the Propensi- 
ties, tends to these dramatic manifestations ; but its proper manifestations 
are of a more general character, and of greater importance. It is this 
faculty, especially when combined in activity with Approbativeness, that 
makes men conform to each other in society, and reduces individual 
idiosyncracies so as to produce a degree of harmony, in following the 
general, social standard. Fashion and the uniformity of manners and cus- 
toms among any given community, depend upon this faculty. 



100 SCIENTIFIC BASIS 



The Faculty of Aptitude. Spiritual Insight and Aptitude of the Teacher. 

In children, this faculty is very much exercised in connection with the 
Sensuous faculties, which lead it. It gives children the disposition to do 
as they see others do, which is a powerful instrumentality in education. 

If the Propensities are predominant over the Spiritual group, the in- 
dividual will be impressible and coinformable, easily catching the spirit of 
his companions whatever their influence may be, and readily assuming the 
same characteristics that mark their motives and conduct. This faculty 
increases the susceptibility to be enticed by others into sinful indulgence. 

But if the Holy Spirit has been received by the soul, and love to God 
and man rules the mind, through the predominance of the Spiritual group 
in the true order, this faculty of Aptitude tends to bring the individual 
into harmony with the Divine Spirit. Then the other Spiritual Faculties 
Godliness, Brotherly-Kiudness, Steadfastness, Righteousness, Hopefulness, 
and Spiritual Insight, leading this, the person, instead of taking for his 
imitation the opinions and the conduct of others about him, makes his 
standard the Divine law of love. This contrast the-Apostle points out, 
when he exhorts not to be " conformed to this world," but to be" trans- 
formed by the renewing of your mind." This faculty, Aptitude, gives the 
characteristic spirit of a disciple or follower. Spiritual Insight disposes 
us to enter into the example of Christ, and makes it a living power in the 
heart ; and Aptitude disposes us, by sympathetic influence, to manifest the 
spirit in our lives. 

These two faculties, together with Brotherly-Kindness, constitute the 
cluster of Intuitive Faculties, which give the impressible and teachable 
character to the soul ; and when Christ said, "Except ye be converted and 
become as little children," etc., he included this whole group of Spiritual 
qualities, from the humility of Godliness to the docile and receptive char- 
acter of Spiritual Insight and Aptitude. 

The importance of this faculty of Aptitude to the teacher, as well as in 
the scholar, will be at once apparent. If the teacher has large Aptitude, 
he will readily adapt himself to the mental and temperamental conditions 
which, by Spiritual Insight, he may clearly discern. If these faculties in 
the teacher are under subjection to the Propensities, as by nature they will 
be, he will not be able through them to satisfy his desires in teaching 
and their exercise will be continually obscured and perverted, leading him 
to believe in sensuous results ; but if the Holy Spirit dwells in his mind so 
that these faculties, in harmony with Love, Meekness, and Righteousness, 
lead the Intellectual Faculties, he will have peculiar success and pleasure 
in the work of teaching. 

It is often the case that Spiritual Insight is large, giving knowledge of 
human nature, but Aptitude small so that there is little self-adaptation to 
the work of the teacher ; and on the other hand it is often the case that 
Aptitude is large, giving readiness of sympathetic action with others or 
Imitation of others, but Spiritual Insight is small, so that there is little 
sympathetic discernment of the mind of the scholar. 



OF EDUCATION. 101 



The Clusters of the Spiritual Faculties ; Intuitive and Meditative. 



The Meditative and the Intuitive Clusters. — There is an obvious 
contrast between the general qualitative character of those faculties of this 
group which are situated behind those of Godliness and those in front of it. 
The functions of those behind Godliness aro characterized by a meditative 
or contemplative character. By them the miud dwells upon the truth ; 
and they exert a retentive, conserving, and self-controlling force upon the 
rest of the faculties throughout the brain. 

Their relations to the manifestation of the Truth may be characterized 
as susceptibility ; and I have designated them as the Meditative cluster of 
the Spiritual group. 

The functions of the faculties in front of Godliness have a character of im- 
pulse, incitement, persuasibility. By them the mind acts upon, and is 
acted on by other minds ; and through them it is involved in the higher 
sympathetic relations. This quality of these faculties may be characterized 
as impressibility ; and I have designated them as the Intuitive clusters of 
the Spiritual group. 

The faculty of Godliness is where both these qualities are united in the 
aspect of the mind towards Almighty God, impressible and vivified by his 
Spirit, and susceptible to and retentive of the Truth manifested by Him. 

The Intuitive portion of the Spiritual group is first in order. It should 
lead the Meditative part, while the Meditative cluster, being the restraining 
part of the Spiritual nature, should support the Intuitive part, and hold it 
steadfast and just, in accord with the Truth. This is the condition for the 
true predominance of Godliness. 

Washington was an instance in which the predominance of the Meditative 
part over the Intuitive was very great. He was not impressible ; but he 
was very susceptible to the Truth. 

Chief Justice Marshall was another instance ; but the distinction between 
his disposition and Washington's was marked by the fact that he had less 
breadth in the cautious and secretive faculties and more fulness in the 
Intuitive faculties, though these were subordinate to the Meditative. He 
was more impressible than Washington. 

Franklin was an instance of nearly equal development of both parts, 
but the central faculty of Godliness, or Veneration was less prominent in 
him, and followed rather than led the other Spiritual faculties. 

Walter Scott was an instance of predominance in the Intuitive part over 
the Meditative part. And there was an extreme development of the side 
clusters of Intellectual faculties upward, towards the Intuitive part. He 
was more Impressible ; but in him Veneration was well developed and con- 
sorted with the Intuitive part. 

Lord Bacon was an instance of extreme predominance of the Intuitive 
over the Meditative which was deficient, and in him Veneration was still 
more subordinate to the Intuitive part. 



102 SCIENTIFIC BASIS 



The knowledge of God. Humility and Reverence, 



Composite Action of the Spiritual Faculties. — God is known 
only by tho Presence of God in the Soul ; that is to say, by the energiz- 
ing power given to tho soul and manifested through the Spiritual Facul- 
ties, when the human will is subjected to tho Divine Will. 

This plenary influence of the Holy Ghost, the Spirit of God, is not a 
fact of Intellectual deduction or induction, although its existence is veri- 
fied by the Intellect, objectively. It is a fact of Consciousness in tho 
Spiritual Faculties, of which Godliness is the centre and chief. The 
mind does not receive Him by the exercise of an Intellectual process ; 
Philosophy, which cannot by searching find out God, must be held in 
subordination, and the passions, which are self-asserting, must be re- 
strained by humility ; and when the mind is in this receptive state, God 
manifests Himself. The Spirit of God, the author of the Soul, quickens 
the consciousness into life in these naturally dormant faculties of Godli- 
ness, Brotherly-Kindness, Steadfastness,. Righteousness, Hopefulness, 
Spiritual Insight, and Aptitude ; and sheds abroad, by their activity, tho 
light of the Truth in special gifts as well as throughout the whole mind. 
He thus convinces the soul of sin ; because, by the awakening of these 
faculties, the soul sees itself in the light of Truth, and becomes conscious 
of the sensuous and selfish character of the faculties theretofore predomi- 
nant. The spirit thus brings to light the sin of the soul, making it ap- 
parent in tho consciousness, 

Self-abasement results from conscious self-examination with reference 
to the external and internal experience of the sensuous mental life of tho 
passions, Social and Animal ; hence the utter inability of the mind, un- 
aided, to sustain itself, in the belief of a future state, by reason of the 
vicissitudes of its fallen natuie, from the beginning of life to its close. 

Self-abasement, uninfluenced by the Holy Ghost, by reason of its meek 
and passive conditions, can only produce a state of utter hopelessness, 
even when aided by all the knowledge attainable by Intellectual facts, 
and all that physical nature furnishes in sensuous, material, conscious 
evidence, together with the sentimental dependence which the moral at- 
tributes impart. Hence to possess an unfailing support in our present 
state of existence, and one which will bear us safely into that future 
which enlightened self-interest demands and our consciousness should 
realize, God's Holy Spirit must be possessed ; and this spirit alone can 
be the life of the soul. The spirit when thus possessed manifests Himself 
phenomenally through the physical organization. 

The true method of superiority among men is to be thus humbled. In 
heathen, as in Christian life, Veneration and Reverence for that which 
is above man is the source of Power. In Christianity, Almighty God is 
revealed to man as Personal Presence, and this is the only condition of 
Peace on Earth. 



OF EDUCATION. 103 



The Special gifts of the Holy Spirit. The Law of the Spiritual Faculties. 

When the Spirit of God is thus received, and the Will of tho individual 
becomes subjected to Him, He abides in the soul ^ and there bears 
witness with our Spirit that we are his children, by the means of the 
Spiritual gifts, as follows ; first by Godliness, in which consists tho incip- 
ient condition of receptivity ; then by Brotherly-Kindness, giving, in 
love to our neighbors, the first test to know that we are moved by the 
Spirit of God ; then by Steadfastness, through which God is known as 
an immutable God, and which holds the faculties of Godliness and 
Brotherly-Kindness to their important influence ; then by Righteousness, 
which is the next contiguous faculty, through which God is revealed as a 
Righteous God, and which holds the whole soul in a Righteous Spirit ; 
then by Hopefulness, which, when thus centered in tho Righteousness of 
God, becomes the anchor of the soul ; then by Spiritual Insight, which, 
when thus led, possesses the power of discernment both as to the inward 
condition of self, by God's good will, and by His Spirit to enter into and 
discern other spirits ; and lastly, by Aptitude, which in its proper order 
as above stated, gives that childlike, suave relation in which we are fitted 
for all things. 

It is only by the Special qualities residing in each of these organic con- 
ditions that the seven Spiritual Gifts of the Holy Ghost are imparted to 
men. The reception of the Holy Spirit is an entirety, involving the 
activity of the whole group of these faculties, and overshadowing the 
rest of the mind, but the resulting manifestations of conduct are in 
accordance with the organic conditions of development which charac- 
terize the individual. 

The force of the Propensities and Intellect is centralized in special 
faculties, and quickened by the organs of special sense. These all tend 
to angular and special action, in tho natural mind. The Spiritual facul- 
ties may be individually brought into combination and exert an incidental 
influence, by moral suasion ; but, when illumined by tho Holy Spirit, 
they are brought into united submission as a group, and necessity calls 
forth the individual predominance in their composite action, by virtue of 
the Holy Spirit. The law of tho Spiritual life is, the General first, regu- 
lating and equalizing all the special activities in the individual. Tho 
law of the natural mind is, the Special first, and with diversity, superse- 
ding the General, and the virtuo which comes from above. 

The external manifestations of the gifts of the Spirit, in conduct, phy- 
siognomy, mien, bearing, language and expression, enable the observer 
to examine religion objectively. Morality, or the sentimental influence 
of tho superior faculties, gives a certain geniality and graciousness of 
manner ; Spiritual Life by these faculties awakened by the Holy Ghost 
gives the fruit of the Spirit, " Love, joy, peace, long-suffering, gentle- 
ness, goodness, faith, meekness, temperance." 

Religion is Absolute. It cuts loose from all entanglement.-, and re- 
stores the soul to its own. individual direct conscious responsibility to God=. 



104 SCIENTIFIC BASIS 



Sectarianism, Animal Magnetism, Spiritualism. 



Perversions of the Spiritual Faculties. — The wars and conflicts 
which oontinually prevail among nominally Christian people, result from 
the predominant sway of the Propensities, which lead and subordinate 
the Spiritual Faculties. 

Sectarianism is tho natural result of the ignorance of men and their 
unwillingness to receive the Truth, which is one and entire, and can ouly 
be received by that humble and contrite state that is the sole and incipient 
condition upon which God has promised the gift of tho Divine influence. 
Hence men without that contrition aud consciousness of their inability to 
know the truth, contend about religion under the influence of the Social 
Propensities, by the aid, chiefly, of the Intellectual Faculties; and per- 
sist in their own personal pride of Self-Esteem, that being the highest 
of the Propensities. Every division which has marked Christianity is 
due more 01 less to these causes. If the Spiritual Faculties predomi- 
nated in activity in the church, unity in lovo would appear, and the evan- 
gelization of the world would be rapid. Men would accept the Spiritual 
law of Christ, even more willingly than they now do the laws of physical 
science. 

What is called Animal Magnetism consists in the suspension of the 
physiological activity of the Propensities, leaving the Intellect under the 
influence of the faculties of the Spiritual group in their natural state of 
blind sentiments. Iu this state, the mind has no activity except a re- 
flective exercise, and becomes in a degree subject to the volitions of an- 
other, whose Propensities are in activity. 

The phenomena of " Spiritualism," which cannot be denied, and yet 
cannot be explained by any of tho principles taught as Mental Phi- 
losophy, and which therefore remain a mystery to tho mass of intelli- 
gent Christian people, may be understood when examined iu the light of 
the facts of Mental organization which I have endeavored to set forth. 
Tho Spiritual Faculties were designed by the Creator as the medium of 
His Divine influence upon the whole mind. It is through them, and the 
Church of Christ, which is to keep them alive, that we may receive the 
Spirit of God ; and they have a power over the whole being, and a sym- 
pathetic power over the minds of others, which is peculiar to themselves. 
It is by the abnormal and erratic influence of these faculties, exerted 
generally by several persona combined, that the '• manifestations" are 
produced. This exercise of the Spiritual Faculties is usually uncon- 
scious on the part of the mediums or persons engaged ; for they are pas- 
sive, as it were, unless awakened by the Holy Spirit from their natural 
state, and. thus rectified by Godliness, Steadfastness, and Righteousness, 
brought to predominate in activity over the Propensities aud the In- 
tellect. 



OF EDUCATION. 105 



"Mediums." The Restraining Faculties and the Law of Association. 

Those who are known as " mediums," as a class, have the Spiritual 
Faculties organically predominant in size, especially in the Intuitive part, 
and possess a natural force in those faculties, not induced by the influence 
of the Holy Spirit, but merely by this natural predominance in quantity, 
and without due restraining influence, either from Steadfastness and 
Righteousness, the other faculties of this group, or from the restraining 
faculties of the Propensities, Cautiousness and Secretiveness. 

For this reason, the practice of spiritual manifestations is demoralizing 
and exhausting, tending to a loss, both in the Spiritual Faculties and in 
the Propensities, of physical command and control, even in the natural 
order of social life. From the same want of restraint comes the abandon 
and license, to which this perversion of the noblest faculties tends, in 
practical life. 



5. THE REST RAINING FACULTIES. 

Restraint -Life is action. It is manifested phenomenally ,in movement. Thus 
Man is enabled to take cognizance of it, through the senses, by the Percep- 
tions. He naturally takes interior cognizance of his own life, by the Bensuous 
mental disposition of the Propensities, Social and Animal, as other animals 
do. This cognition is made Philosophic through the Conceptive and Com- 
binative forces of the Intellect. Language or Logic is the mode of repre- 
senting and communicating the processes of these organic instrumentalities, 
in a definite form. 

Physical science teaches us that Life must be understood in its broadest 
sense, and it is not necessarily organic, although it is always localized, and, 
in the animate world, is manifested in orgauic forms. The forces which 
were once regarded as the vital principle are now seen to be the physical 
forces which appear in so many cor-related forms. 

Restraint, is either organic or inorganic. In the inorganic form, that is, 
in the separation or the decay of matter without centralized design or 
localized life, it is the inertia by which force becomes subject to organic 
conditions and is made persistent. 

The Physiologic activity of the organization of man becomes consoious, 
by the interposed influence of the faculties of Restraint, — Cautiousness and 
Secretiveness, Steadfastness and Righteousness. 

Practical success in life depends upon how much you can manage what 
you have got, and this involves an organization of conscious managing, 
mental capacity ; and this power of direction, control aud prudence in 
worldly affairs is the function of the influence of these faculties. They are 
of fundamental importance for success in Education, as well as la social 
snd business lifo, and in Religion. 

14 



M6 SCIENTIFIC BASIS 



Mode in which the organs combine in their development. 



ASSOCIATION OF THE FACULTIES. 

In a previous letter I spoke of the associated activity of the faculties, 
and of the error of Phrenologists in regarding each faculty as having an 
activity by itself. The whole mind is to be regarded as one ; and although 
by analysis we are enabled to individualize faculties, and theoretically to 
consider them separately, we must bear in mind that they are inseparably 
associated, both in activity and in development. The faculties are the 
individualized functions of convolutions structurally associated. The 
convolutions of the brain, separated by anfractuosities, indicate to us 
the distinguishable localities appropriated to nervous activity having 
certain characteristic mental qualities, and these mental qualities 
we term faculties ; but the convolutions to which we are led to 
assign these faculties he together, each one being, in some direc- 
tion, connected with others contiguous to it, and all being but modifica- 
tions, in form, of one continuous inward structure. Both the exterior 
contact of adjacent convolutions, and the iuterior continuity of their sub- 
stance, give a certain association to their activity; so that, even when 
we individualize them, and speak of them as distinct faculties, they must 
be regarded as acting with, aud re-acting on each other, in their clusters 
and groups. 

The faculties of each group tend to ensphere themselves together in that 
group ; and, where there is an uuequal development, this tendency shows 
itself in the form of the head, by the extent of the region occupied by the 
group which has a decided predominance ; either the Propensities, through 
their Datural inherited force, increased by the development given by in- 
dulgence, or the Intellect by inherited structure, or by education, or 
both, or the Spiritual group. When the Propensities are predominant, 
the development of brain caused by indulgence of the passions is found in 
the downward direction, making the base of the brain largo aud full- 
When the Spiritual faculties predominate, the tendency of development, 
on the contrary, is upward, giving height to the head and fulness to the 
crown. When the Intellectual faculties predominate, the development 
is in the region of the forehead, giving bulk in the front part of the head. 

When either of the three general classes of faculties thus individualizes 
itself as the predominant group, it often possesses a peripheral expansion 
of a cluster of the group standing out in a curve, departing from a sym- 
metrical relation with the other two groups, so as to make the outline of 
the head look as if it were composed of adjacent arcs of circles eccentri- 
cally placed. 

So also, if there is a great combined activity, and consequent develop- 
ment, in a particular cluster or congeries of special faculties in any group, 
as compared with other faculties contiguous to them, this cluster or com- 



OF EDUCATION. 107 



Mutual influence of associated faculties. 



bination of organs is indicated by a similar peripheral expansion standing 
out in the same manner, and individualizing its character in the form of 
the group. And the particular faculty wnich leads the others in such a 
combination, and predominates over the others, forms the point or summit 
of the prominence, and gives the characteristic feature of the whole group 
to which it belongs. In the same way two or more faculties of separate 
groups often combine, producing mental manifestations of a correspond- 
ingly mixed character, either intellectual-spiritual, or intellectual-social, 
or social-spiritual. The present standards of moral, spiritual, and intel- 
lectual truth among men are of this mixed character ; and their diversity 
corresponds to the combination from which they arise. 

It must, however, always be remembered, that by reason of the con- 
sorting of the organs of the brain, the one which is thus projected into 
prominence often appears in a place somewhat different from the ordinary 
location, as marked on the bust, seeming as if removed, either upward, 
downward, forward, or backward. 

Since the three groups, in their combined form, conspire together, one 
of them taking the lead, and shaping the head so that its own general 
character is predominant, the leading organ in this group will, therefore, 
stand predominant over all the rest of the brain, and give its own peculiar 
•character as the chief feature in the conformation of the whole head. It 
may be said that the predominant group rules or characterizes the mind, 
the predominant cluster in that group leads the group, and the predomi- 
nant faculty in that cluster leads the cluster, and through it, characterizes 
the group and the actiou of the whole mind. 

Such a leading faculty, whatever it may be, is of course more or less 
modified, in its character, by the qualities of the faculties with which it is 
chiefly surrounded and associated, and especially by the character of the 
group to which it belongs. If it is in the Propensities, it gives to the 
general mental character a more vivacious action, and to the whole per- 
son more varied and pronounced physiognomic and pantomimic indica- 
tions ; if in the Spiritual Faculties, a more calm and meek action and ex- 
pression ; if in the Intellectual Faculties, a more conceptive, combinative 
or perceptive action or expression. 

In the same manner, one of the faculties of each of the subordinate 
groups or clusters leads or predominates in its own group or cluster, and 
lends its peculiar phases to the character given by the leading group and 
faculty, thus contributing to the general make-up of the mental phe- 
nomena. 

This is the general rule of ordinary and orderly development ; but it is 
often the case that special faculties in the group of the Propensities, even 
when that group is not predominant in size, have so marked a develop- 
ment, as not only to lead their own subordinate group, but to exceed in 
•influence the leading organs of the other groups, and give to the person a 
peculiar disposition and pantomimio expression. 



108 SCIENTIFIC BASIS 

Significance of organs whether prominent or laterally expanded. 

The order in which the faculties stand among themselves within each 
group, and compared with the other groups, presents the conditions upon 
which the characteristic difference between the minds of different indivi- 
duals depends, so far as theso differences in the individual character arise 
from the organic shape of the brain. 

All these conditions appear in the general form of the head ; the most 
predominant group, cluster, and faculty, in their peculiar composite form,' 
giving the most salient features to the outline of the head ; and their rela- 
tive prominence, and the peculiar conformation of the subordinate parts 
of the brain, indicating how far they characterize each other; so that the 
whole form is thus significant of the general mental organization. 

By the posture of the organ in such conjunction, tending upward, 
downward, forward or rearward, the special quality or tone of the action 
is manifested, whether more sensuous or more spirituellc, more intelligent, 
or more passional ; and this generic modification depends for its particu- 
lar quality upon the function of the organ contiguous in this conjunction. 
And in the same way the conjunction and posture of a cluster or group, 
with reference to the contiguous clusters or the other groups, gives to 
the observer the leading phase of the cluster or group. 

The expansion of a predominant organ modifies the shape of its neigh- 
bors. Where faculties are habitually associated in their activity, the 
organs combine more closely in their position. A predominant organ not 
only presses upon the weaker organs, but draws to itself and sometimes 
overlays the contiguous organs which are most active in connection with 
itself, presenting to the practical observer of the external shape, the ap- 
pearance of a merging of the two convolutions. 

From this it results, that the mere special prominence of that part of 
the surface of the head which is assigned upon the bust to any particular 
organ, does not necessarily indicate the predominance of the correspond- 
ing faculty, individually and by itself. But the necessary and proper 
bulk or form which the special faculty assumes must be taken into 
account, and the effect of the predominance of the faculty, in modifying 
iho position, shape, and activity of the adjacent organs, must be con- 
sidered, in estimating the significance of the external shape of the head. 
For instance, if in any head, the region marked on the bust for the loca- 
tion of the organ of Godliness appears to be somewhat sunken in the 
oentre, in contrast with the contiguous organs around Godliness, the 
cause may be, that this organ is deficient, or it may be there is a large 
expansion in the region of Brotherly-Kindness, which lies in front of it; 
or if Brotherly-Kindness, lying in front, and Steadfastness, which is 
behind it, are both large, it may be that they may have drawn the organ 
of Veneration or Godliness upon their respective sides, so that it may be 
low in the middle, but broad, and upon each side well developed towards 
the more predominant neighboring organ. Thus, in the profile view of 
George Washington, the retreating upper forehead does not iu fact indi- 



OF EDUCATION. 109 



The relative predominance of groups must be regarded. 



cate that he was lacking in Brotherly-Kindness ; but shows that the 
organ of Godliness was so large and predominant, that the organ of 
Brotherly-Kindness was drawn to it and consorted with it. Again, Self- 
Esteem was in him the largest organ among the active forces in the Social 
Propensities, and this organ, consorting as it did with Steadfastness, made 
him such an excellent commander, and gave to his head that peculiar 
peripheral expansion in that region and upon the line between Steadfast- 
ness and Godliness. 

To illustrate this in a more general way, if you look again at the same 
profile view of the bust, you will observe that from tho upper verge of 
Brotherly-Kindness over to the upper verge of Self-Esteein is nearly 
the arc of a half circle, having for its centro tho ear ; but this arc rises 
above the rest of the circumference of tho head. The phrenological ex- 
planation of this is, that Steadfastness and Godliness were the chief 
characteristics of his mental life, and that they drew to themselves, re- 
spectively, the organs of Self-Esteem and Brotherly-Kindness, and the 
latter qualities consorted with and entered into Steadfastness and Godli- 
ness. The force of the outward circumstances and influences centralized 
upon him as the superintending chief of the Revolution, and a predomi- 
nance of tho Meditative cluster in his Spiritual group of faculties, and 
a disposition to yield to no external influence, save that of patriotism 
alone, considered in connection with his passive temperamental qualities, 
constituted him the special ordained character, which God in his Provi- 
dence selected for the results which were to be attained. 

The Spiritual Faculties (being by nature in themselves passive) found 
their support and the force of iheir activity in the faculty of Self- 
Esteem ; and, as the vital forces reside in the Propensities, and Self- 
Esteem is one of the highest, and in him was the strongest of these 
faculties, it produced, in combination with Steadfastness, the dignity and 
gravity of character which he manifested in his military and official life, 
while he predominance of Godliness or Reverence, made him equal and 
accessible to all. 

This characterizes truly the mind of Washington in these respect8. 

The predominance of the upper part of the head in this profile view, 
would have been termed by Dr. Gall a bump. It is always to be remem- 
bered that such a prominence or bump, is not the indication, merely, of 
strength in one faculty, but rather of an association of faculties, consort- 
ing and acting together. 

Other views of the same head which are presented, show tho lateral 
organs which were also drawn to these central faculties of Steadfastness 
and Godliness, and consorted with them. 

The relative predominance of the groups, is always the first element of 
form to be considered, or we may be misled in estimating the comparative 
development of faculties in one group by disregarding the great influence 
of another group. 



310 SCIENTIFIC BASIS 



How to observe character Phrenological!)'. 



7. LOCATION OF SPECIFIC ORGANS 

As I pointed out in the preceding letter upon the temperaments, the 
first stop in Phrenologic observation of character is to estimate the 
quality otf the temperament of the person, and form a distinct idea of the 
relative order in which the four leading systems stand, and their relative 
strength in the combination. 

The second step in Phrenologic observation is to see which group of 
faculties predominates. At this point we have come to conditions 
which involve geometric form ; and although absolute measurements are 
not practicable, estimates of form must be made with an endeavor to 
attain the same kind of definiteness and accuracy, lhat actual comparison 
with a uniform standard would give. To form just estimates of the con- 
tour of the head, and the comparative bulk of its parts requires some ex- 
perience in observation ; but, although some persons possess a special 
aptness for it, any person of good intelligence in regard to form and size, 
by attention and careful thought, may attain a sufficient degree of ac- 
curacy in judgments of the general cast of character. The best aid for 
the beginner will be to study the form of the head in comparison with 
that of a sphere, or, taking the same idea in a simpler form, to study the 
outline in comparison with the arc of a circle. 

Phrenologists have sought to define the location of faculties by super- 
ficial measurement, and have endeavored to reduce the results of obser- 
vation to mathematical formulas, staling the comparative quantity of the 
influence of each faculty according to a numerical notation. 

But, from what I have already said, you will understand that such 
methods of superficial measurement, however much they might assist 
•observation in respect to details, would rather mislead the beginner by 
turning his first attention to seeking for superficial prominences or de- 
pressions, which are necessarily somewhat uncertain in their significance, 
and are, at best, of secondary importance. It is the general form of the 
head, which must first be clearly individualized. 

Estimates of character, formed without distinct reference to bulk and 
the characteristic direction of development, and depending primarily on 
the observation of local prominence, or depression in the surface, whether 
measured and localized by the eye, or by feeling the head, or by the 
measuring tape, give some knowledge ot character ; but correctness in 
estimates thus formed is only attained by long experience, which enables 
the observer to be guided by the impression made in his own conscious- 
ness by the subject, and to be very guarded in interpreting the special 
ealient features of the head. 



OF EDUCATION. Iir 



General form of the cerebral instrument. 



The obvious fact that the process of making observations in this way is 
necessarily peculiar to the manipulator, and not accurately definable to 
others, has caused the practical application of Phrenology to be regarded 
by many as empirical, and like fortune-telling, 

What is needed, is a delineation of the whole configuration with refer- 
ence or in comparison to an unchanging geometric standard, which will 
be both accurate and indisputable. 

For the ordinary purposes of the teacher, however, all that is needed 
Is a training of the Perceptive Faculties, or in popular language, a well 
trained eye, such as will enable him to recognize with clearness the char- 
acteristic form which the head of any child possesses, in the same way as 
a ship builder recognizes and compares the characteristic lines of vessels, 
or an engineer measures the lay of the land with the eye, before he 
places his instruments. 

In other words, the head is to be defined, not by superficial measure- 
ments of distance, but by a comparison of the curves and diameters 
which will indicate the bulk, and the direction of development, whether 
upward, forward, lateral, backward, or downward. 

Each part of the brain has thus its character, depending on the shape, 
the degree of fibrosity and the length of fibre. 

When wo have ascertained the general features, as I have before ex- 
plained, and the direction of the greatest development, we have indications 
by which, taking all other things into account, in the case of adult sub- 
jects we may judge in what direction the longest fibres run, and in what 
part is the greatest fibrosity ; which results from the predominant activity 
of the mind. We must carefully distinguish whether it is sensuous or 
mental, Spiritual and illuminated, or Animal and Intellectual. These are 
the general phases to distinguish the qualitative activity of either of the 
groups of mental manifestations. 



Practical Method of Demonstrating the Faculties.— The first 
point to be observed in such a measurement is the position of the opening 
of the ear. 

Since the head is eccentric or irregular and variable in its form in every 
direction, its centre cannot be determined by relation to the surface, or 
bulk. It is the very object of our measurement to ascertain the special 
variation of the circumference, by measuring from a fixed centre. It is 
found by observation, that in an orderly developed head, the opening of 
the ears is midway between the front and the back ; and as the two sides 
of the head correspond to each other in faculties, the middle of a line 
drawn through the head from the opening of one ear to that of the other 
will be the point from which, as from a centre, to measure the relative 
development in any direction. The base of the semi-circles in the dia- 



112 SCIENTIFIC BASIS 



linlications resulting from various cerebral forms. 



gram, it will be Been, ia a straight line which intersects this axis. This 
base line ia horizontal, both in the front view, given in the second dia- 
gram, ami in the profile view. It must however, be observed, that in the 
natural position of the head, the base of the brain is not generally hori- 
lontal on a piano in the direction shown in the profile view, but inclines 
downward toward the back of the head; the lower Intellectual Faculties, 
in front, usually ranging higher than the lower Propensities behind, 
being two pianos, as represented on the diagram of Washington, higher 
than the Propensities. 

liv keeping the eve on the half circle in the outline, the relative promi- 
nenoe of the organs which lie along the outline of the head in that view is 
readily apparent. The radius of the sphere, iu the full size of it, is seven 
inches, the diameter being fourteen inches ; and a scale on the base of 
the half circle, in the diagram, upon which the inches and portions of 
inches arc laid off in the proper reduced proportion, affords au exact 
measurement by which the development of any organ in the circumference 
can be ascertained, the centre of measurement being always iu the axis 
passing through the opening of the ears. No head will be found fourteen 
inches in diameter ; but some heads approximate to seven iuches from the 
axis forward to the front of the organ of Individuality, the ears appearing 
iu such case to be very far back; and on the other hand, some heads ap- 
proximate to seven inches from the axis back to the outline of the organ of 
Philoprogenitivcncss, the ears in such case appearing very far forward. 
It will be observed that the head of George Washington, as represented 
in either diagram, approximates to the upper part of the circle within 
about an inch and a half, as marked on the scale. 

Hence it may be said, in the ordinary observation of Phrenologic form 
in the profile view, if the cars appear very far forward upon the sides of 
the head, it is because the development of those Social Propensities which 
lie behind, iu the central part, is much larger than than that of the Intel- 
lectual group which is in front ; if the ears appear very far backward, it 
is because the central portion of the Perceptive cluster of the Intellect is 
prominent ; or if the greatest extension is upward, the greatest height 
being directly over the middle of the axis, it shows that the central por- 
tion of the Spiritual Faculties where the two hemispheres lie contiguous 
to each other, predominates. 

If the head should be placed within a sphere, so that the centre of 
measurement should coincide with the centre of the sphere, the parallel- 
ism or the divergence of the surfaces of the head and the sphere would 
afford a means of estimating the development of the brain in every direc- 
tion. 

It must not be supposed, however, that this hemispherical form stands 
as the delineation of a true order of mental development. It is only a 
rule of measurement, with definite distances from a given centre, so as to 
define in all shapes, in what region the quantity of brain lies. But 3 



OF EDUCATION. m 

head winch should correspond tr> tl,« „., 771 i " 

nigh the worst mental dTZuton I t ^ ,1 ^T' ""^ * We " 

„**« ! j i x. Ul - position, it would present the ereut strength 

1,0 m ,„d to the appetites and p„. ion „ a „/ lho ,„„,, J^CSt 
Ihe person whose head aorramnnnA * *l iacuines. 

Jk nature. Tl, I X „ , r""" Ur ? "'" CirC '° " ° f » 

head, like that of Gee,™ W a , til ^"ST** '* """ fa "' hioh ,he 
** *» and roood in ^0^^" " ""' ^ ^ 

If the surface of the head, compared with c„„i l 

he pa,al,e. with that „f the 'JET^SZZZgZ ~ f r nd ? 
approrimately, a hemisphere, to which the ee! J k """'• 

the ce„„e /phrenologfc meLoretot ^SZlJ^olf^ WU " 
shouh, deduce a certain corresponding J^^TttS ™ 
that another head wenld be equally spherical i„ ,„ f„™, bu V" l a t „ 
develop , glv ,„ g lhis formj m . ght ^ rathM • t at he 

centre of measurement. I„ this case, the centre „f ,,„, k „f br a n 
won d be thrown forward of. e, behind, the centre of the idea! sp, r o Ted 
th surface ef the bead, though spherical, weu.d not bo paralM.Ub £S 
of the sphere, but approach it more eloaely in one direction and re* 
f.om ,t ,n the other F ,,m tll6 CODf( „. mation of fc ££*• 

we should ,nfer a different mental combination, although the general Ihapo 
of the head would be the same. P 

If again as in well-formed heads, the development upwards exceeded 
hat e.ter forward or backward, making the out.ine of L head more J 
less oval than circular, the degree of this upward development wo b 
Rented by the contrast between the curve of the head and that 
Phere ; and as before, whether this upward development was ,, :i C al r 
forward, or backward, weald appear, by observing whether the perpen- 
dicular axis passing through the centre, of the bulk of the head coincided 

Tlrd of iu"^ " ° f the SpherC ' " ™* ' hr0WU f0rffarf « b -k- 

Another modifying influence to be considered, in estimating the variable 
oca ions of the convolutions, is that of the temperaments The bodily 
functions, ,n winch the nervous forces are often -engrossed, have re,pec- 
tively their reciprocal relations in specific faculties of the mind ; and 
hence, ,n general, it results that the size, location, and activity of certain 
faculties are to some extent modified by the existing temperament. This 
may be discerned especially in the characteristic mental and tempera- 
mental difference of the sexes. 

A third disturbing element is the variable thickness of the cranium, and 

he existence, frequently, of a cavity between the external and internal 

ayer of bone over the nose and behind the eye-brows. The difference 

m thickness of the cranium in different parts is but slight, and does not 

sensibly affect the general form of the head. The frontal einns is Z2- 

times so urge that it might materially mislead the observer's judgment of 

the development of the Perceptive faculties. It is said that this sinus 

1 e 



M4 SCIENTIFIC BASIS 



Various developments of the Propensities. General outline of the head first to be ascertained. 

does not exist in children under the age of twelve ; and it will not as a 
general rule bo found except in connection with the Bilious-lymphatic 
temperament. 

These minor disturbances are to bo considered in Phrenologic observa- 
tions ; but their existence does not impugn tho basis or tho just deductions 
of Phrenology. 

A development of the Propensities downward making the greatest breadth 
in the base of the brain, which iu such case projects outward, and produces 
a ridge moro or less apparent, indicates a concentration of the forces of the 
mind in the lower appetites and passions, with sensuous, vivid, and acute 
activity, and shows that physical conditions take precedence. A develop- 
ment of the Propensities in the direction of the Spiritual Group, the head 
enlarging upward and receding at the base, being more contracted there, 
and sometimes presenting a furrow or sunken band upon the head at the 
base of the brain, indicates that the force of the Propensities, instead of 
being acute and physical, are rather passive, sentimental, and by con- 
spiring in their activity with the upper range of faculties, have a moral, 
Intuitive, or Meditative tone. 
This is the first phenomenal aspect that is to be observed in determining the 
general phreuological features of any character. Before proceeding to examine 
the development of special characteristic faculties, the outline of the head is 
to be thus looked at from the organ of Individuality lying in front, around 
to that of Philoprogenitiveuess behind, so as to preseut to view successively 
each faculty lying at the base of the brain. In adult subjects the cerebellum, 
which lies iu part below the base of the circle, must be particularly ob- 
served. Size in this part of the encephalon or activity of its functious, in- 
dicates a precedence of the sensuous nature. Before the general character 
baa been thus ascertained, the observer is liable to err in judging ofspeoial 
faculties, for, a correct knowledge both of their location, and of their quality 
as affected by associated action, depeuds upon the knowledge of the 
centre and direction of development of the whole brain. 

The salient phrenologic features of the head are, of course, most plainly 
seen when the head is viewed in such positions that the 6alient points are 
brought into the outliue; but if the attention of the learner were confined 
to the outlines, there would be a tendency to study first, these special 
points, without sufficiently regarding the fundamental facts of size, length, 
breadth, height, and the direction of the characteristic development esti- 
mated from the phrenologic centre. 

In order to direct atteutiou more strongly to these primary aspects, I pre- 
sent a number of diagrams iu which the head ot Washington appears in 
successive positions, surrounded in each case, by the same circles, gr^at 
and small, lying in the circumference of a sphere, the centre of which 
coincides wiih the centre of measurement. 

The vertical liuos are the arcs formed by great circles which intersect 
each other upon the perpendicular axis of the sphere. 



OP EDUCATION. 115 



Description of diagrams. Mental characteristics of Washington. 

The plane a Ao, which passes through the brain from front to back, 
divides it into its two hemispheres. The plane h A, which passes 
through the horizontal axis of the head from ear to ear, divides each hem- 
isphere into a front and back part. Each of tho four portions, into which 
it is thus divided by triaugular surfaces, approaches tho form of a spheri- 
cal wedge or ungula. The position of the uugula which contains the front 
part of the hemisphere is indicated by the half lune a Ah; and that which 
contains the back part of the hemisphere is indicated by the half Iuno 
h A o. The first question to be asked in reference to the form of the 
head is, which of these portions contains the greater bulk of brain. To 
form an opinion on this question, it is necessary to determine, first, the 
centre of measurement, and to consider then, not only the length of tho 
head which is shown in the profile view, but its breadth throughout, which 
is only seen in a front or back view. 

Groups. — It is obvious, in viewing the head of Washington in tho 
frontal at-pect that the most salient feature is the great width, that is to 
Bay, the large quantity of brain in the breadth of the head. The extreme 
breadth is in the region of the faculties of Cautiousness, making these with 
Destructiveness and Secretiveness, which consort with them, the significant 
features of this view. This cluster of faculties is delineated as having an 
upward development, as will be seen by the less breadth which marks tho 
base of the brain in that region. The influence which caused this upward 
development of these faculties must be looked for iu tho profile view, in 
which, as we have before said, the salient feature is the great quantity of 
brain in the region of Self-Esteem and Steadfastness. This combined fea- 
ture we should describe by designating Self-Esteem and Steadfastness 
aB the predominant faculties, they drawing Cautiousness backward and 
aud upward, giving to it, and to the lower faculties of Secretiveness and 
Destructiveness, which consorted with it, their own superior characteristics, 
and presenting in tho external form a contour significant of this peculiar 
order of combination. In this way, in every head marked by any special 
development, the region which contains the largest quantity of brain is 
first to be sought for, and it then will bo found that the form of the faculties 
eurrounding it iu the same group, and often throughout the whole head, are 
moulded as if they were drawn to, aud subordinated by these convolutions 
of largest relative size. 

By this delineation of tho faculties named in the group of the Propen- 
sities, and the form under which, in his head, they are blended with tho 
faculties named in the Spiritual group, and contradistinguishing the 
natural forco of the Propensities from tho mere qualifying or modulating 
character of the moral sentiments, we see defined tho central quality of 
his character; a self-determined and inflexible, cautious, secretive, and 
executive will, vigorously defensive, and destructive to those who opposed 
themselves to the cause of bis country's freedom. And the quality or 



11C SCIENTIFIC BASIS 



Boundaries of Groups not fixed. Activities of the Propensities must be regarded. 



modo of the manifestation of this mental character, we see defined in his 
temperament. The peculiar difficulties which beset him, arising both 
from friends and from foes, presented obstacles which could only be sur- 
mounted by groat strength in the passive elements of force, and by the 
lapse of time. Washington was not driven by an over active brain, or 
nervous temperament, nor a stiff or metallic will of his own, nor a hasty 
and inconsiderate, spasmodic, Sanguine temperament ; but his great 
force of mind placidly awaitod the exigencies of affairs, and was moved 
by paramount necessity to calm but irresistible action. Nothing but 
success, could suspend or deflect the energies thus aroused. 

In making observations of the relative predominance in size and 
activity of either of the three groups, it must be borne in mind that the 
boundaries between them are not arbitrary and fixed limits. They are 
indicated, upon the diagram of the head of George Washington at the 
points where, in my judgment, they existed in him ; but the position 
varies in different heads, according to whether the greatest quantity of 
brain is in one group or the other ; and in the examination of any head, 
the locution of the boundary must be first determined. 

Thus if the Propensities greatly predominate, especially in the upper 
pari, they may trespass upon the usual region of the Spiritual Faculties, 
carrying the boundary between these two groups up to a higher point. 
So if the great predominance is in the Intellectual Group, the faculties 
of that group will trespass upon the forward boundary of the Spiritual 
group and press it backward. 

Hut it is not enough to observe predominance in size alone. The 
activities of the Propensities are to be regarded, because the vigor and 
auimal foroe reside there. This force is often enervated by satiety and a 
profuse supply of all physical wants ; while a degree of necessity 
awakens it, and leads to activity and energy in the Intellectual Faculties. 
But the Propensities tend, when undqr great necessity, to overlay the 
other faculties and assert themselves, especially those Propensities which 
lie contiguous to faculties in the other two groups, and they will do so, 
unless the moral force of the Spiritual Faculties, or a diversion of the 
activity into the Intellect or into the body by | hysical exercise, supersedes 
them. The indications afforded by the tones of voice, the mien and manner, 
habit and posture of body, the expressions of the countenance, and the 
temperamental conditions, all are important, in estimating the relative 
pred minance of the group. 

Thus the man whose mind has been changed to a Spiritual nature will 
manifest, externally, that mild and nuvk character which is a general in- 
dex of the predominance of the activity of the Spiritual group. So the 
man whose Iutcllect has received the education of a proper collegiate 
oonrse, and has experienced the discipline of society, will mauifest in 
expression and manner, the results of that predominance of the activity 
of the Intellectual group, which education only gives- 



OP EDUCATION. 117 



Indications resulting from predominance of various Groups and Organs. 

Thus also the self-educated man, though he may be unpolished in manner 
and in classical expression, the result of defective social culture, will yet 
manifest similar evidences of Intellectual activity, though in a less attrac- 
tive form. Self-education, when conducted without the refining influences 
of polite society, results in a rugged, unmethodical development of the mind, 
manifesting itself in a corresponding exterior ; whilst a thorough classical 
education, such as our Seminaries of learning impart, combined with suit- 
able social advantages, affords a systematic mental discipline which is 
apparent in the characteristic expressions and polished deportment of lead- 
ing literary men, and this is more apparent in Europeans than Americana. 

The ordinary position of the head is an indication of the predominance 
of activity. If the Intellectual group predominates, it will he observed 
that the head hangs forward. If Self-Esteem predominates, the head will 
not only incline forward, but the chin will bo drawn in toward the throat. 
If Godliness predominates in a moderate degree, the tendency is to an up- 
right perpendicular position of the head. If the Meditative part of the 
Spiritual Faculties in the back part of the upper region of the head pre- 
dominates, the tendency is to incline the head forward, so as to give those 
organs apparently a higher position than they would otherwise have, on 
account of the will being centralized in this cluster ; and if the Intuitive, 
in the upper and forward part of the head predominates, the tendency is 
to raise the countenance to look upward, and thus to give these organs an 
apparently higher place. The side organs of the Propensities give a dif- 
ferent pantomimic expression. Thus, if Destructiveness is predominant, 
the chin is thrown forward, and the lines of the mouth are made more 
marked, and the lips firmly set. If Secretiveness and Cautiousness are 
large, the characteristic pantomimic expression is a side-long movement 
and position of the head. 

These indications, however, are less observable in children than in 
adults, because of their undeveloped, sensuous and volatile character, and 
therefore I do not here describe them in detail. 

Clusters and Faculties. — Along the outline which is presented by 
the profile view of the head, lie those organs which run through the 
centre of the head, where the right and left hemispheres of the brain are 
contiguous to each other. 

These are designated on the diagram : — they are Individuality, Event- 
uality, Comparison, Brotherly-Kindness, Godliness, Steadfastness, Self- 
Esteem, Inhabitiveness, and Philoprogenitiveness. 

Let us first observe the regions of the Perceptive cluster and the Con- 
ceptive cluster, respectively. In the lower part of the forehead the 
frontal sinus may give the appearance of great acuteness of special 
organs. The observer who has first regarded the development of the 
group, will be prepared to make the necessary allowance for this inter- 
ference with external form. 



318 SCIENTIFIC BASIS 



Description of Profile view. Description of Front view. 



Tbe two faculties or organs of the Perceptive cluster which appear in 
the circumference are Individuality and Eventuality, and their relative 
prominence is at once seen. The location of the organ of Form is also 
marked upon the diagram, but the development of this organ is not indi- 
cated by prominence, so much as by width between the eyes, and it i9 
best seen in the front view of the face. The one faculty of the Concep- 
tive cluster which appears in the circumference is Comparison. By thus 
individualizing these organs, and comparing their outlines with each 
other in the circle, we see in what region lies the preponderance, and 
what faculty predominates in this view of the head, and we discover, in 
the general shape, how these faculties consort with each other. 

Passing onward from the Intellectual to the Spiritual group, it will be 
observed, that, in this diagram, the faculties of the Spiritual group have 
a peculiar form, the Intuitive part retreating very rapidly from the organ 
of Comparison, as if the organ of Brotherly-Kindness had left its proper 
place. This gives a very retreating forehead. The Intuitive cluster is 
quite deficient, the head however being high in the region of the Medita- 
tive cluster. This indicates the strongest characteristic of George 
Washington, and some of his habitual sayings corroborate the observa- 
tion. " I meditate to pass the rernaiuder of life in a state of undisturbed 
repose." 

Passing the line of demarcation between the Spiritual g*OH<p and tbe 
Social and Animal Propensities, we see the largest quantity of brain to 
bo in the region of the organ of Self-Esteem, this being the largest faculty 
of the Social and Animal group in his character. From this, the organs 
•diminish in a proper order down to the base. Home and children had 
less influence upon his character than his diguified position. 

Let us now turn to the front view of the head, whieh is presented in 
another diagram. 

Here, the front part of both hemispheres of the brain appear, giving 
the general width of the head. This view shows all of the Intellectual 
Faculties, the Intuitive part of the Spiritual group, and a part of the 
Animal group. Upon one of the hemispheres, are delineated the names 
of the clusters, and in the margin, are given the names of the groups in 
which these special faculties are associated. The names pertaining to 
the Intellectual group are designated by the use of small letters. The 
names of the organs of the Combinative Faculties on the bust are obscure 
-in the facial view, but these names and the locality of the organs can 
be distinctly seen upon the profile view. 

By looking a moment at the position of the organs delineated upon the 
profile view, it will be seen that the plane of the circle, h A, as placed in 
the facial view, intersects the head in the front part of the organ of De- 
structiveness, passing between the organ of Acquisitiveness in the Intel- 
lectual group, and that of Cautiousness in the Propensities, and through 
the middle of the organ of Hopefulness, up to the centre of that of Godli- 



OP EDUCATION. 1JO 



FroDt view continued. Character of Washington as indicated by cerebrnl form. 

ness, and the line of intersection passes down, in the same way, through 
the twin faculties on the other side of the head. Alimentiveness is indi- 
cated upon the diagram, because it is alone, below Destructiveness, and 
the foremost of the Propensities, though it is not exactly in the plane of 
the circle. 

By this view the observer will see where the greatest breadth is 
developed — whether it is in this central region, as in Washington, or for- 
ward of it, in the Combinative cluster of the Intellectual Faculties, and 
the Intuitive cluster of the Spiritual Group, giving the fullest outline in 
the region of the line g A, or backward from the central region, in the re- 
straining faculties giving the fullest outline in the region of the line i A. ; 
and again, whether it is upwardly developed as in Washington, giving the 
greatest breadth in the higher Propensities and the Spiritual group, or 
downwardly developed giving the greatest breadth, (whether forward or 
backward,) in the lower Propensities, in the base of the brain. 

To complete the view of the individual faculties in detail, the head 
should be looked at in every successive position necessary to bring each 
organ, from Individuality in front to Philoprogenitiveness behind, into 
the outline. 

The diagrams, of which engravings are given, are selections from a 
complete series of 15 Photographic views of the Bust, one being taken 
from the plane of each of the great circles, from a to n. 

For practical purposes, however, views from two or three positions will 
disclose the salient features of the character. 

The salient features of the character of George Washington, indicated 
by the cerebral form, in connection with the temperament, may be thus 
stated. The commanding mental qualities indicated by the profile view No. 
(J ), which presents Self-Fsteem, Steadfastness and Godliness as the leading 
and predominating characteristics of his mind, in connection with the 
breadth of the head, upwardly developed, in the region of Cautiousness, 
Secretiveness and Destructiveness, and in combination with the Lym- 
phatic, Sanguine, Nervous conditions of the temperament, gave him both 
that mental and temparamental state by which he was distinguished during 
the Revolution. The adverse and apparently inextricable difficulties sur- 
rounding the American Colonies aroused the dormant energies of this youth, 
which nothing but overwhelming necessity could awaken. 

The mind of Washington being strong in the central Perceptive Facul- 
ties of Individuality, Locality and Eventuality, gave him capacity for 
that special knowledge of present facts necessary for him, as Com- 
mander-in-Chief, and in combination with bis predominant mental forco 
in the faculties of the Meditative cluster, giving him a silent, prevenient 
and personal wisdom, illuminating the Intellectual Faculties thus led by 
the Perceptive cluster. With this mental organization, the negative 
equalities of his temperamental constitution gave the great reserved 
power, which constituted the central element of his genius. 



120 SCIENTIFIC BASIS 



Size Indicates capacity. Temperamental indications. Harmony of cerebral parte. 

The Intellectual discrimination which depends upon observation of the 
person, consists in the observer's regarding minutely the objectivo facta, 
of form, size, color, tone, etc. This is done by tho Perceptive faculties, 
ami, in connection therewith, by faculties in the Combinative cluster defin- 
ing and individualizing the composite result arising out of the combina- 
tion of these objective facts as seen in the temperament and the form of tho 
head. Success in deducing the character from these data depends upon 
the gift or faculty of Insight. 

My duty in Phrenologically describing character, thus observed and 
discerned, involves the exercise of the faculties in each of these three 
clusters, the Perceptive, the Combinative, and the Intuitive. 



SIZE AND ACTIVITY. 

Size not an Absolute Criterion. — In estimating the character from 
the form of the head, two fundamental principles must be always kept in 
mind : — The first is, that structural predominance, or the mere relative 
size, indicates capacity, but not, necessarily, actual manifested qualities. 
The second, which is connected with it, is, that Temperamental condi- 
tions modify the mental manifestations. 

The general law stated by Phrenologists is, that other things being 
equal, size is the measure of power. This is a fundamental principle, 
and too much importance cannot be attached to it. But it is necessary to 
know what are the " other things," equality in which is the condition of 
applying this axiom, and how we are to ascertain their equality, or what 
allowance is to be made for inequalities. Those who have treated the 
subject controversially have sought to justify a rejection of the general 
law, because the investigators who asserted it had not elucidated the 
qualifying circumstances which must be considered. 

The most important of these conditions may be stated as follows : 

J. Temperamental indications. From the indeterminate composition 
of the organized substances, it results that two brains of the same size 
will not generally contain exactly equal amounts of the organic con- 
stituent elements upon which the exercise of the mental disposition 
depends. The brain which is the seat of mental life, is sustained in its 
activity by the other three temperamental conditions ; hence the means of 
harmonizing apparent incongruities is to examine the other temperaments. 
By a comparison of the size and activity of the temperamental systems, 
we may leara the characteristic effect in modifying mental manifestations. 

2. Harmony of Cerebral Parts. Since different parts of the brain 
have different functions which do not have the same relation to mental 
power, it results that two brains of the same size, and influenced by 
similar temperamental conditions, will not manifest the same degree of 
power, unless they are characterized by a similar proportion of parte. 






OF EDUCATION. 131 



Degree of Fibrous development. Activity of the Faculties is the measure of influence. 

A marked difference in the proportion between the groups, in brains of 
equal size, will give rise to a marked difference in what is called mental 
power or force. 

3. Degree or Period of Development. The degree in which fibrosity 
has been developed in the brain, or in any particular part of it, is another 
contingency which qualifies the rule, that size is the measure of power. 
An adult brain possesses generally more mental power than a child's 
brain of the same size. This degree of fibrous development, we can only 
ascertain approximately, by observation of external expression in the man-' 
ifes!ations which show tho habitudes of the mind. 

4. Activity as the measure of influence.— -While, under such qualifica- 
tions as the foregoing, Size is the measure of power or capacity ; activity 
is the measure of influence. 

There are many men in whom the organs of the Intellect are predomi- 
nant in size, but who are not called intellectual men. So, too, there are 
many men in whom the organs of the Combinative cluster, or the Con- 
ceptive cluster, are predominant in size, but whose minds aro not to be char- 
acterized as Combinative or Conceptlve, because the predominant activity 
is not in those clusters. To give a predominant Intellectual character to 
the mental manifestations, there must bo not only the natural or structural 
capacity for Intellectual power, but there must be a sufficient force in tho 
Propensities or in the Spiritual Faculties, to call the Intellect into 
activity, and sufficient influence of the restraining faculties to give con- 
trol and direction ; for, it is directed activity which is the condition of 
the influence of the Intellectual faculties in characterizing the general 
cast of mind. 

Structural predominance of tho Intellect gives, however, a predisposi- 
tion to predominance in activity, and both these conditions of character, 
therefore, usually concur in respect to the Intellect. But if the restrain-* 
ing faculties are not consciously applied to the Intellect, and if the or- 
ganization of the Perceptive, Conceptive of Combinative clusters lias not 
an orderly development, more or less conforming to that marked on the 
bust, there will be less power in the manifestations of the Intellect, on 
account of its angular development : and the degree of this diminution 
will appear in tho Phrenological form of the head. 

It devolves upon Education to secure this power, by promoting the 
orderly development of the whole. 

Where there is a due degree of restraint, the mind is able to utilizo the 
best capacities, and in such minds tho tendency will be to use most 
actively the largest faculties in the Intellect; but if restraint ia deficient, 
the man, through lack of control, will sooner or later come to depend on 
others to be directed, and, by reason of the popular ignorance of tho 
mind, he may possess largo Conceptive powers and yet be employed, per* 

10 



122 SCIENTIFIC BASIS 



Necessity of awakening Spiritual Faculties. Modifying effects of Temperaments. 



bans for life, in a vocation which exercises tho Perceptive cluster, almost 
exclusively, and leaves the larger faculties of his Intellect comparatively 
inefficient. So that, though structurally, his is a Conceptive mind, prac- 
tically, it will be a Perceptive mind, and vice versa. 

Where there is an undue predominance of these restraining faculties, 
the Intellect cannot remedy the difficulty. Tho full consciousness of the 
Spiritual faculties, amst be, awakened, to give the indwelling power of 
grace ; for where this sentient knowledge is awakened, there results, first, 
the consciousness of what is the. existing error, and, next, the disenthral- 
ment of the miiul, and. the. subordination of these selfish powers of control 
to the divine will. 

Again, there are many men in whom the organs of the Spiritual facul- 
ties are predominant in. size, who are not spiritually-minded men. Pre- 
dominance in size, in, the Spiritual faculties constitutes an organization fitted 
for manifesting the power of the Holy Spirit, if received ; and a man thus 
constituted will be predisposed, to the passive morality and natural sym- 
pathy, which tho moral sentiments . possess, in accordance with the 
manifestations of these faculties when blind, as characterized by Dr. 
Spurzheim ; but these faculties, even when thus predominant in size, are 
still prone to be obscured and superseded by the Propensities which take 
precedence by bodily force, or by the Intellect which is awakened by the 
senses. They must be awakened by the Holy Spirit, to give predomi- 
nance in activity, as declared in the Holy Scriptures. 

5. Modifying effects of Temperaments. — The mipd resides in the brain, 
through which it is manifested, and the quality of its . manifestations is 
primarily conditioned upon the organic structure of the brain, although, 
as we have seen by a considerate application of scientific principles, it is 
qualified by a higher power to do what by its natural or sensuous power 
it can not do ; but the brain is so dependent upon the bodily conditions 
for its forces and support, that any marked extreme in the temperamental 
constitution produces a marked modification of the mental manifestations. 

For instance, if the faculties of Combativeness and Dostructiveness are 
largely predominant, and the restraining faculties of Cautiousness and 
Secretiveness, and of Steadfastness, (or " Firmness') and Righteous- 
ness, (or " Conscientiousness") are very deficient, and if, with this pecu- 
liar structure, the person has the Sanguine-nervous temperament, the 
mental manifestations will be volatile, quickly affected by every thing 
surrounding, and re-acting immediately under every influence ; and the 
person is more the creature of surrounding circumstances than of any re- 
sponsible motives of his own. The carelessness arising from the lack of 
restraint shows itself in irritation, precipitancy, and levity, unless the 
Holy Spirit has awakened the soul to its higher consciousness in the 
Spiritual faculties. 

The same mental organization, with the Bilious-lymphatic temperament. 
<*-ould give torpidity, retirement, reticence, indisposition to interfere with 



OF EDUCATION. 123 



Respective influence of different Temperament!. Pantomimic expression. Law of Development. 

affairs, and indifference to surrounding circumstances ; and the person 
would almost rather starve than work. The carelessness resulting from 
deficient restraint will show itself, in this case, not in rashness and levity 
of conduct, but in iinprovi Jence and in inactivity. 

If, however, the restraining faculties are large, predominating over 
Destructiveness, and the temperament is the Sanguine-nervous, the mind 
keeps a prudential care over itself, modifying every motive arising from 
'the selfish Propensitiesfand uses tho acquaintance which it has with 
surrounding circumstances for guidance ; and this makes a character suc- 
cessful in very active engagements in the practical affairs of life, whether 
in Religion, Philosophy, Litera'ure, Art, Commerce, Mechanical pursuits, 
or Politics; but with tho same mental organization, with the Bilious- 
lymphatic temperament, the person would show a disposition to retirement, 
and to avoid apparent and active labor, unless under the pressure of 
great necessities ; and would, in his retired way, do more to hoard, and 
amass wealth than those of the Nervous and Sanguine temperaments. 

The pantomimic expression and the physiognomic form, which indicate 
habitual activity, are therefore very important, in connection with the 
shape of tho head, as expressive of the mental character. With every 
form of activity and of temperament, is a corresponding physiognomio 
and pantomimic expression ; showing itself in gait, tones of voice, gesticu- 
lation, and the movements of all the senses. No two persons are any 
more alike in those respects, than in the shape of the head aud the con- 
joined sensuous conditions and temperamental characteristics. 



THE LAW OF DEVELOPMENT. 

The healthful activity of any faculty necessarily 'tends to its develop- 
ment, especially in tho period of childhood and youth. 

The development of the faculty may consist in an increase in the size 
of tho corresponding organs, or in a refinement and improvement of the 
quality of those organs, or both. 

Whether the development will be in respect to the increase of the size 
of the organs, Or by giving it superior quality, will depend much upon the 
special predominating character of the temperaments and their sensuous 
dependence. The tendency to development in size is due, predominantly, 
to the Lymphatic temperament ; and, as this temperament generally 
leads in childhood, the process of development in size is then most actively 
marked. When the Nervous temperament predominates, refinement ra- 
ther than enlargement is the characteristic result of activity. 

Modifications of activity, arising from changes in tho temperamental 
conditions, are to be distinguished from tho development of the faculty. 
Physiological means, applied through the temperaments, may increase 



124 SCIEN HPIC BASIS 

v condition* modify mental action. The mental life v( the child, 



the power of manifestation, and, if properly understood, will directly load 
m development. Teaohera often en in supposing that there is a de- 
ficiency of mental development, to be treated by exercise of the faculties, 
wh^n all that is needed is the proper physiological conditions for influen- 
cing the temperaments. 

The bodily conditions modify the mental action. The nervous activity is 
often largely diverted from the brain and special senses to the great organs 
of the temperaments, and the general sensuous conditions of other bodily 
functions, so that It may sometimes he said that the man lives in one of 
them, for instance, in the stomach. When the Propensities are predomi- 
nant, their activities, if not drawn forth into the Intellect, are peculiarly 
prone to he engrossed thus in the body. If, on the other baud, the Intel- 
lect is developed in undue proportion to the body, the life is too purely 
mental, and there is not enough force in the Propensities. 

If the system is properly halanced in this respect, the vigorous and 
healthful activity of the lungs and stomach receive their due share of 
nervous power, and the liver, under proper conditions oi seasonable bodily 
repose, performs fully its functions, and the train is thus both sustained 
by a well ordered bodily system, and relieved, by the occasional diver- 
sions of the nervous force, from a too exclusive activity within the head. 
All parts of the system thus participating in due proportion in the vital 
action, life and symmetry is given to the whole man. so far as physiologi- 
cal conditions can accomplish this result. Upon these conditions, the 
Spiritual power must supervene, at the proper age, to give the complete 
Conditions of perfect life and constant power. 

In the earliest period of infancy the brain is of a Lymph quality. The 
first appearance of mental life is in the child's crying, which arises from 
the sensitiveness to the change of atmospheric relations it experiences. 
With these premises, it will be seen how peculiarly the brain becomes 
acquainted with the outward world through this sensuous nature. Its 
first disposition arises from the lungs, next from the stomach, and then 
from the liver bv secretions. It may be said that the child is not mental 
nntil it begins to seek, for its own food by the organs o^ smell or taste, and 
successively it comes to recognize its own mother, or to call her name, 
or to distinguish the different sounds of the words father and mother, 
or to know one thing from another by the sensitiveness of touch. 
Tins gradual development of mental life in the infant is a study 
full of instruction to one who is interested in observing its earliest and 
progressive manifestations. In the absence of any definite knowledge 
upon the subject, it may he. that the first impression of the infant origi- 
- in some faculties residing where the two hemispheres come together, 
which may be those of heat and cold, but it is only by Anatomy and 
PI ystologic manifestation! that the location and function of these faculties 
abed. 



OF EDUCATION. 125 



General law of the development <.i the Pecultlei In children, Divertitiei at tiiix i.hw. 

To a certain extent, the faculties have a natural relative order. of devel- 
opment in point of time. Thus, mental life beging in the Social and 
Animal Propensities, (excepting the cerebellum.) The Intellectual Fac- 
ulties are next called into ezeroise, and the cerebellum and the Spiritual 
Faculties are not predisposed to be awakened until much later. This is 
the general law. But when we seei for the relative succession of devel- 
opment among the particular faculties, we find great diversity in different 
individuals. 

It will he observed that the forehead of young children is usually more 
prominent in the upper part, and more contracted in the lower part, in 
the region of the eyebrows. This is the result of the fact, that the 
forces of the Propensities appealing to the Intellect awaken usually the 
Concoptive faculties first. The Perceptive cluster is developed by the 
senses, and the quickening of their activity follows after the inquiring 
spirit of the mind which has been awakened by the Conceptive faculties. 
But in some children, the Perceptive Faculties are more early developed 
than the Combinative or Conceptive; some again, fur instance, will re- 
collect the mother and father by name, before they begin to walk ; others 
will begin to walk before recollecting names. The physiological ex- 
planation of this difference is, that in the one, the special faculties of 
Language, (which are in the Intellectual group, and are among the 
lowest mental functions like that of Alimentiveness, ) are awakened to 
sensuousness at an earlier period than the other faculties, and have begun 
to develop somewhat in advance of the faculties of DestTUCttveness and 
Cautiousness, (which are among the Propensities;) while in the other, the 
faculties of Destruotiveness, which are those which give executive force 
and possess the child with the desire to act for itself and supply its own 
•wants, and the faculties of Cautiousness, which give self-control and 
guidance when learning to walk, are active and developed in advance of 
Language. In the newly- born infant, when food is the paramount neces- 
sity, the faculty of Alimentiveness is very active, and the mother may 
observe the orgaus of this faculty bulging forth on either side of the 
head, in front of the ears. When the function becomes fixed, and other 
surrounding faculties, in turn, come into activi'y, this special and tem- 
porary prominence is no longer obvious. When a child is learning to 
walk, the predetermined necessity for Cautiousness to carry out the reso- 
lution, singularly develops the organs of this faculty, and gives them 
temporary prominence on either side of the head. The skull being soft, 
the organs appear plainly in this way, as long as the necessity for so 
great conscious restraint over th« action of the body continues, and 
afterwards they retire to their proportionate size. These facts ure im- 
portant evidences of the truth of Phrenology. 

Age. — If the Spiritual Faculties are awakened, age is a period of 
strength. If not, the decline of the Propensities makes it a period of 
weaknesss. 



S126 SCIENTIFIC BASIS 



Development of Faculties dependent on ClimHie, Civilization, Inheritance. 

The diversities of succession in the development of special faculties 
or clusters of faculties depend chiefly upon conditions of climate, civili- 
zation, inheritance of parental disposition, and education. 

1. Climate. — The climates of the middle latitudes favor intellectual 
development more than those of higher or lower latitudes. The warmer 
climates tend to give an earlier development of the Social and Animal 
Propensities. 

2. Civilization. — Men naturally live in the Social and Animal Propen- 
sities ; and this is the condition of the barbarian. Civilization quickens 
the Intellectual Faculties, making them influential and useful in guiding 
the forces of the Social and Animal Propensities ; in truth, civilization 
without Christianity is incomplete, and for its permanent continuance depends 
on the awakening of the Spiritual faculties, which are awakened only 
through Christianity. 

The process of mere civilization, in its mental aspect, is the process of 
an awakening of the Intellectual Faculties. Necessity stimulates men to 
more systematic labor, to more careful observation, and to the exercise of 
ingeuuity ; and hence come Arts and Sciences. Still, men do continue 
to live iii earthly things, until the Spiritual Faculties are awakened. 

When this is done, the Spiritual Faculties in the individual gain the 
ascendancy over the Social Faculties, by their equalizing and universal 
force; and when this shall be understood, and Society thus affected, men 
■will be led in their true social order. Civilization, in its present practical 
influence, affects only the Propensities and the Intellect, and it is only by 
the indirect influence of Christianity that it becomes fixed in the race, and 
continuously advances. When Christianity is properly understood, as 
the science of mind will make it appear, Society will progress, directly 
and continuously, in the proper Spiritual and Intellectual order. 

In what is hereafter said of the successive development of the faculties, 
reference is had to civilized communities.un which the Intellectual Facul- 
ties are developed early in life. 

3. Inheritance. — Parentage influences both the structural proportions 
and the relative succession in which the Social and Animal Propensities 
•are developed ; but the activities of the Propensities begin with the ex- 
ternal and general sensational life, and depend on the necessities 
of the internal condition, and of the circumstances with which the iudivi- 
nual is surrounded in infancy and youth. If a child has the proper struc- 
tural order, and through parental carelessness and inattention is placed 
ainder the pressure of great necessities, its sensuous faculties are called into 
constant and vigorous exercise, and hence results an active and practical 
development. This is the condition of the street children in New York. 
Being cast upon their own resources to a great extent, the Social and 
Animal Propensities are called into great activity. 



OF EDUCATION. I2r 



Influence of Public Schools. Intellectual Faculties and Propensities inheritable. 



The modifying influences of our public schools are, iu this respect, 
more important than those of any other institution. If the circumstances 
in which such a child is placed are favorable, the great force of character 
which results from the activity of these faculties is turned to the develop- 
ment of the Intellectual faculties and to useful employments. This is the 
characteristic of what are called self-made men. 

From the questions which you have put to me it is evident that you 
have observed the mental differences existing among the children in this 
city, which largely arise from the variety of nationalities composing our 
population. 

Eich men's children do not usually possess the power to acquiro 
wealth, because their Propensities have not been brought under tho ne- 
cessities which result in the requisite activity; and poor men's children 
often do possess the power because they are brought under such ne- 
cessities. 

The Intellectual Faculties are strongly affected by parentage, and by 
caste which tend to centralize the Intellect, and to reproduce, over and 
over again, in successive generations the same order of Faculties, or 
mental disposition. This influence operates by a transmission of the form 
or stiuctural development of the organs, and by reproducing the same 
activity. Th« intellectual activity which characterized the father, is more 
frequently inherited by the daughter, and that which characterized the 
mother is more frequently inherited by the son. 

The heritable character of the Social and Animal propensities is moro 
extended than that of .the. Intellectual Faculties, and affects the nature of 
the race. The characteristics of one person, in Social and Animal pro- 
pensities, run through a number of generations. But the law of cross- 
inheritance between the sexes, which is observed in the case of the In- 
tellectual Faculties, does not hold good in respect to the Social and Ani- 
mal Propensities, because, by the design of the Creator, the Propensities 
have a character which relates to the sex of the person, 

Education. — Education as now administered, is a process of improving 
chiefly the Intellectual Faculties, and especially the Perceptive cluster ■ 
lying at the base of the frontal region, these being ^the faculties that are 
more directly awakened by the physical sensibilities-, and that are exer- 
cised objectively, with matters of fact. It is therefore a partial system,, 
addressing its chief labors to a special department of the mind. 

But even this partial work is not done in harmony with a proper know- 
ledge of the mind, but blindly and fragmentarily, and according to the 
opinions and idiosyncrasies of each teacher. 

For instauce, if the teacher has a strong verbal memory, he will labor 
to make his pupils good garmmarnns. If he has strong Combinative and 
Conoeptive Faculties, he will theorize with the children, and endeavor to 
explain to them relations of tilings beyond their power to understand. 



128 SCIENTIFIC BASIS 

Present methods of Education defective. Directions for the Teacher. 



Hence it results that the present application of tho methods of education, 
without duo regard to tho mental dispositions of teacher and scholars, 
tends to develop such of the faculties as in any child may he predominant, 
but to give very little chanco for the development of those which are not 
in accordance with the teacher's predominance ; for, as is elsewhere re- 
marked, the method to develop any weak faculty, is to reach it through 
the strongest faculty in the same group. 

It is a fundamental principle in dealing with tho mind to get at the pri- 
mary forces first. In children, the Social Propensities are the primary 
forces; and the effort to awaken and train any other class of faculties is 
best accomplished by having an eye at all times to these prime movers. 

0. Where any Organ exists in Excess, What is the Proper Treatment 1 

The excess of any faculty consists in the fact, that the sensuous ac- 
tivities of the mind are centered in that faculty so that it wholly leads the 
mind, leaving the other faculties too much behind. The problem for the 
teacher is to diffuse and direct this centralized activity. In order to do 
this, ho should seek to combine and associate with it, the sensuous ac- 
tivity of such other faculties as will conduce to the welfare of the child ; 
and by creating, in this way, a divergence of the centralized forces, he 
will prevent an undue pred< minance of the faculty in question, and will 
lead the way to the combined development of others, and prepare for any 
special course of training which he is called upon to give. To adapt 
himself and his education to do this wisely and well, is the most, important 
function of the teacher. A leading exercise of the sensuous disposition 
— characteristic of children — should be the direct means of changing tho 
natural inclination of the predominant faculties. 

In regarding the excessive development of faculties in children, the 
first group to be considered is that of the Propensities. It must always 
be remembered that the attention of the child must be secured aud main- 
tained in outward and sensuous life ; and through this the centralized 
faculties which exist predominantly in him must be guided and controlled. 

The Propensities lie, as delineated on the bust, behind the ears, extend- 
ing below and above them, except Alimentiveness, which stands in front 
of them, marked No. 1. Their general position is marked upon the bust 
— " Region of the Propensities— Social and Animal." The physiological 
law by which these are governed, forms one of the most important general 
principles on which the education of the faculties is to be founded. ' This 
law is. that Cautiousness and Secretiv.-nos. if predominant, exercise re- 
Straint over the action of the other faculties of the group. By restraint 
I do not mean a repression of activity, but a voluntary retention and 
economy of the vital forces. The Intellectual Faculties, being of an an- 
alytic and distributive character", without this predominance, act some- 
what spasmodically, and become readily exhausted. 



OF EDUCATION. 129 



Influence of Cautiousness and Secretiveness, when developed in a greater or less degree. 

The faculties of Cautiousness and Secretiveness, therefore, are the con- 
ditions on which we are to rely for a continuous supply, from the sensu- 
ous and temperamental disposition of the vital forces on which the Intel- 
lect depends for its continuity and economy of power. These restraining 
faculties are essential to conserve the forces that may have been brought 
out by the activity of the Propensities, and by the teacher's exercise. If 
these are large in proportion to other faculties in the same group, their 
restraining influence over the associated sensuous Animal Propensities 
will appear, and they will afford the teacher direct and normal means of 
control, at the age when full self-consciousness does not yet exist. 

Too great a predominance of the mental activity of these faculties, 
however, producing too much restraint, checks the free, sensuous and vol- 
untary movements of the mind, and keeps the activities within the Pro- 
pensities, turning them to the worst and most vicious account ; or, in 
case of a child of inactive temperaments, resulting in laziness and indiffer- 
ence, arising out of weakness and inattention from the want of sensibility. 

The teacher should observe whether the restraining faculties in the 
Propensities predominate ; then, in order to gain the attention of any In- 
tellectual faculty, sensuous with indirect means should bo applied, and 
the teacher must secure the good will through the Social Propensities, 
and thus may teach through other scholars, and by inference, rather than 
by direct appeals. Ignorance of the mind in this respect leads the 
teacher into very pernicious errors. Appeals to emulation, and tempta- 
tions to dissimulation, delude the children with false ideas, and develop 
pride in those children in whom Self-Esteem and Approbativeness are 
large ; while in children in whom these faculties are small, such treatment 
tends to encourage jealousies, quarrelling, and fighting. Other and grosser 
vices result from the misdirection of tho vital forces which should flow to 
the development of the Intellect. 

Children who have Cautiousness and Secretiveness small, may be very 
easily led by the teacher through other motives, but their minds are not 
retentive ; they may learn readily, but lose as readily what they do learn. It 
is the child of large Cautiousness or Secretiveness who is not so easily led 
by the teacher, who seeks for knowledge for himself, and by the.se re- 
straining faculties holds on and hoards what be has gained, hut otherwise 
would lose in the current of events. The tendency of these same facul- 
ties is to retentiveness in all other mental dispositions, especially if Self- 
Esteem and Steadfastness be large. 

If the child with whom the teacher is dealing has these restraining fac- 
ulties large, the teacher has on that account mere difficulty in guiding 
him, but has the conditions of greater success, if he can succeed in, guid- 
ing him. On this disposition depends the character of self-sustained and 
self made men. 

If Cautiousness and Secretiveness are very large, care should be taken 
by the teacher to draw the activity away from them, and to exercise and 

vr 



130 SCIENTIFIC BASIS 



Instructions for Teacher. When Destructiveness, Combativeness or Adhesiveness are in excess? 

exhaust the forces with intellectual effort. The object as well as duty of 
of the educator, is not only to impart information, but to lead his sensuous- 
nature to direct all the mental processes. 

Tho sensuous nature of boys requires that the teacher should take ad- 
vantage of every external circumstance and incident to secure their sym- 
pathy and engage their thoughts. They must bo employed and never 
allowed to be idle, lest they form bad habits from inattention to the tasks 
of the school-room. 

To do this the teacher must first understand their existence, and how 
they exist in himself. Not until then can he apply true methods ; for ho 
can properly apply only what he possesses. The law of life is movement, 
necessity, restraint. Intelligence is manifested by the cultivation of the 
Intellect, when there is restraint by tho predominance of Cautiousness 
and Secretiveness in the Propensities ; and by the orderly and proper ex- 
ercise of the Spiritual disposition, comes guidance and judgment. Hence r 
education should be strictly a physiological and sympathetic work, not 
one of mechanical routine. 

The particular faculties which, iD school boys, are prone to be too pre- 
dominant over the others, are, among the Propensities, chiefly Destruc- 
tiveness, Combativeness, Adhesiveness. Secretiveness, and Cautiousness. 

If Destructiveness is too large, set the boy to doing something usefuL 
This is the executive faculty ; and the teacher will best get possession of 
his mind by teaching him those things that require activity ; to run, to 
walk, to kneel, to sing. Destructivoness always wants to be kept busy. It 
will keep busy, even if it is in pinching the boy next to him. Having, by 
some active employment, secured the attention, the teacher may call into 
exercise the faculty next largest to that of Destructiveness. 

If Combativeness is too large, appeal in the same way to Cautiousness, 
if that be large ; or if not, to Approbativeness or Self-Esteem. If Com- 
bativeness is very troublesome, isolate the boy from those ho is accus- 
tomed to irritate, or put him among larger boys whom he will have to 
fear ; and in extreme cases, overcome it by the counter irritation of chas- 
tisement. 

If Adhesiveness is large, tho boy is governed more by his comrades than 
by his teacher. The boy that sits next to him has more influence over 
him than tho master. Tho first thing the teacher has to do is to get be- 
tween him and the chum. It will be advantageous to separate him from 
his intimate friend. If the teacher could make a child of himself, and 
create a sensational attention, he could get possession of this boy's mind 
by means of this very faculty of Adhesiveness. The best way to get his 
attention is through Cautiousness, that being the higher of the restraining 
faculties of this group, and one which will induce him to listen. Having 
thus directed his attention to the subject, exercise the Intellectual Faoul- 



OF EDUCATION. 131 



How to manage excessive Secretiveness, Cautiousness, Approbativcness or Self-Esteem. 



ties. Through Adhesiveness excite Approbativeness, which is contiguous, 
and instead of allowing him to exert his Combativeness, excite his Self- 
Esteem, which is the highest faculty of the Propensities, and will give 
him a higher range of motives. 

If Secretiveness is too large, the teacher may employ the boy in moni- 
torial functions, and if Self-Esteem is also large, give him some control 
and direction of affairs. This will secure his attention and interest, and 
the teacher may then proceed to call other faculties into exercise as 
above stated. 

If Cautiousness is too large, seek to influence the child through his af- 
fections. Fear will paralyze such a mind. To make this faculty useful 
when it is too predominant, the teacher must get the affections of the 
child, and he can then by proper direction make it an intelligent restraint. 

The particular faculties in girls which are prone to be too predominant 
over the others, are Philoprogenitiveness, Adhesiveness, Secretiveness, 
Approbativcness, Self-Esteem and Inhabitiveness. Most of these facul- 
ties being among the Social affections, girls are less troublesome than 
boys, having less desire to assert themselves individually, and being 
drawn to each other by social attachments and affections. The contigu- 
ous faculties of Self-Esteem by reason of their contiguity tend to a pre- 
cedence of activity in connection with the adjacent faculties of Approba- 
tiveness. The faculties characteristic of girls, therefore, afford the teacher 
easier means of control. This difference of development between girls 
and boys is by the design of the Creator. The difference in the shape of 
the back part of the girl's head, from that of the boy, may bo readily dis- 
cerned by an ordinary observer. 

If Secretiveness is excessive, the girl acts from indirect motives, and 
will be prone to equivocation, falsehood, and cunning. The proper treat- 
ment will usually be to appeal to that one of the faculties above named 
which is the largest, so as to get the affection of the mind and obtain control. 

If Approbativeness is too large, the child is ambitious to be distinguish- 
ed beyond her proper relations. She is prone to regard more what the 
teacher thinks of her than what she really is or does. If Secretiveness is 
also large, the child is prone to dissemble, for the sake of securing the 
good opinion of others. The teacher should endeavor, while maintaining 
the affections of the child through other faculties, to call her attention 
continually to what she is doing, and lead her to regard more the facts of 
her conduct, and less the opinion of others. 

If Self-Esteem is too large, in connection with Secretiveness, the child 
shows a tendency to pride, holding herself aloof from the others ; and if 
the teacher seeks to counteract this, merely by appealing to Approbative- 
ness, the danger is that the fault, though somewhat modified, will be con- 
firmed. The teacher should rather endeavor to awaken Cautiousness, and 
call into requisition moral disapprobation, and then lead the activity inte 
the Intellectual Faculties. 



182 SCIENTIFIC BASIS 

Directions when Propensities are large and active, or small and sluggish. 

The Propensities have their proper order of development, which is in- 
dicated by the numbers on the bust ; Alimentiveness, being No. I. These 
numbers, it should be observed, relate to the organs in the adult subject, 
and point out the appropriate and natural order of the ultimate develop- 
ment in him. The teacher, therefore, should distinguish between the 
order proper to be followed after the age of puberty — which in some cases 
occurs earlier, and in others later in life — and that which obtains before 
that period. 

3. What in Case of Deficiency ? 

The physiological force which is necessary to give vivacity to the In- 
tellect comes from the Propensities ; and the remedy for any general de- 
ficiency of activity in the Intellect of a child is to be looked for in the 
Social and Animal Group. If the Propensities are large and active, the 
teacher may draw forth the force of the desires so as to awaken the In- 
tellect. If they are inactive and sluggish, through the weakness of tem- 
peramental conditions or through habits of life which exhaust the vital 
forces in bodily exorcise, they must be engaged and exercised under con- 
ditions favorable to mental activity. If, though already active, ihey are 
small, so that their force is soon exhausted, they must be exercised under 
conditions favorable to their growth and development in size. For this 
purpose proper food, out-door sports, gymnastic exercises, social plea- 
sures, and all the rough-and-tumble lifo which belongs to children, should 
be provided and encouraged. But the remedy for any deficiency in a 
special part of the Intellect must be looked for in the other faculties of 
the Intellect. Give me a child of strong Propensities, and a sensuous dis- 
position, and the energy which he possesses may be drawn forward into 
the Intellect. If, however, the energy is already active in a limited part 
of the Intellect, the exercise of contiguous faculties must be resorted to, 
in order to combine and centralize, and give fulness to the activity in the 
deficient faculty or faculties. 

If the organs of Cautiousness and Secreiiveness are small, the teacher 
cannot maintain the continuous attention and consciousness of the child 
by them, but is compelled to resort to an appeal to such other faculties of 
this group as have a predominant development ; for instance, the senti- 
ments of Self-Esteem, inciting the subject to his own personal pride ; or 
Approbativeness depending on the strength of praise which the teacher 
may give ; or Adhesiveness, through which the subject is influenced by 
attachment, or either of the other Propensities lying contiguous to these, 
which may be next in predominance of development in the group. So, 
when activity is secured in the Perceptive cluster of the Intellectual 
group, the same law of operatiou according to predominance of develop- 
ment should bo followed there. It is especially the duty of the teacher of 
young children to attend judiciously to the development of these last, as it 
is through them that tho proper base of facts for development of all the 



OF EDUCATION. 133 



What the Teacher must ascertain. Difference of treatment for Boys and Girls. 

Intellectual Faculties is accomplished ; and the training of the Perceptive 
Faculties, therefore, is the foundation work of Intellectual education. 
The teacher must employ an influence which will awaken the predominant 
Propensities, and thus maintain the attention of the child. If too much 
restraint is exercised by compulsion and fear, the mind becomes stultified ; 
and if there is not sufficient restraint, the attention is not continuously 
secured. Moreover, nothing is more necessary in the development of the 
faculties of the Intellect, whether those of the Perceptive, or of the Con- 
ceptive, or Combinative cluster, than that the teacher should exercise con- 
sideration and attention to discern by which faculty or faculties it is that 
he has control over the child's attention and will ; whether he works by the 
law of the desires of the Propensities, influencing Destructiveness, etc., in 
males, through Alimentiveness, or Adhesiveness, etc., in females, through 
Philoprogenitiveness ; or whether it is by exciting the exei-cise of the in- 
dividual's power of restraint through Cautiousness and Secretiveness by 
the use or fear of physical pain. 

There is a characteristic difference between males and females, in the 
predetermined size of the organs of the - Propensities. The faculties in 
the two sexes, differ essentially in their peculiar natural developments ; 
and the teacher needs to know this fact, and keep it in mind, and adapt 
his methods to it. The boy is overflowing with restless activity, arising 
from the superabundance of physical force in the organs of the Propen- 
sities at the base of the brain, and through all the temperamental and 
vegetative functions of the body. This must bo expended somewhere ; 
and if the boy is properly educated, it will be expended through the 
Intellectual organs. Destructiveness may be appealed to, and by its 
proper and legitimate exercise, may call into activity the Perceptive 
Faculties, by drawing the attention — for example, to a fire burning, and 
by means of that, the faculty next contiguous to Destructivenesss, Ali- 
mentiveness, may be addressed by teaching him to cook his own food, and 
in turn, Secretiveness, in watching over the fire, and Cautiousness, in fear- 
ing it ; and so also with the other faculties of the group. These opera- 
tions all involve the diversion of the forces of the Propensities into the 
Intellectual and particularly the Perceptive Faculties. And on the same 
principle the exhibition of fondling, caressing care, the natural expression 
of Philoprogenitiveness, is a special means of influence with female 
children. If a boy be vicious, possession and control may be got 
through attending to his physical life. Giving abundance of food will 
render sluggish the mental activity ; and continuous hard labor will draw 
off the vital forces from the brain to be spent in the body. 

4. In What Order should the Faculties be Trained ? 

The proper order of development in the adult is indicated in each 
group by the numbers upon the bust. The period of education is the 



134 SCIENTIFIC BASIS 



Importance oi securing Attention. Necessity of intelligent discrimination in Punishments. 



period for approximation to this order. One of the most importaut points 
with children is the order of the restraining faculties with reference to 
the other Propensities. 

In early childhood, if Cautiousness and Secretiveness are small, there 
is an absolute necessity, in order properly to develop the child, that he 
should be brought under the influence of physical pain ; after which, 
mental fear exists, and so may be resorted to. To secure and maintain, 
attention is the first condition for teaching. In order to maintain atten- 
tion so that the instruction of the teacher may pass into the mind of the 
scholar, tho faculties of Cautiousness or Secretiveness, or both, must be 
active; and, if necessary, they must be awakened by physical pain. Pnin 
.must have been experienced, before the child can bo brought under the 
influence of a proper mental fear of pain. This law of punishment has 
many gradations of means, and is the only proper law by which the 
teacher can begin to regulate the Propensities in this class of children. 
In such, an actual physical pain must precede any successful resort to 
mental fear. If actual pain is not employed as a means of developing 
the power of restraint, the very means taken to check the child, will in 
many cases, tend to increase and strengthen that resolution or self-will 
in the child which needs to be restrained. It is a great error in many 
modern systems of education that the teacher endeavors to dispense 
with actual pain, overlooking the fact that pain and restraint are, since 
the fall of mat, the necessary conditions of his development. Some 
teachers, taking this course, endeavor to substitute a mere mental fear ; 
but this effort is necessarily futile with most children, as above shown. 
Other teachers condemn all appeals to fear, and rely wholly on persua- 
sions addressed to the Propensities, thus stimulating pride and selfishness. 
It is an equal error, to think that the iBfliction of pain is the constant 
means of education ; but many teachers think thus, aud depend on phy- 
sical fear too much, and stupefy the mind of the scholar. Excessive pun- 
ishment by the infliction of pain, defeats its own end, by restraint 
which turns the force of the passions in upon themselves. If passive 
obedience aud sycophancy were the aim of education, this would be the 
true means. 

Moreover, it is always necessary to consider, in attending to the edu- 
cation of any individual, what are the functional developments in him, 
and at what period of life he has arrived. After puberty, a new set of 
motives, peculiar to manhood or womanhood, begin to manifest them- 
selves, this being the period of sensuousness. The individual is no 
longer subject to restraint from Cautiousness aud Secretiveness alone ; 
but must be so directed as to bring his education under tho influence of 
his own consciousness. If it be a vicious consciousness, it must be ex- 
hausted by discipline, and active mental and phyoical labor. The true 
preventive and remedy, however, for a deficiency in the restraining facul- 
ties after this age, is one which teachers do not sufficiently regard— viz- 



_ OF EDUCATION. 1 35 . 

Dangers o f reciprocal affection amongB oy.. Duty of Parent . n A t...^ 

that by -the influence of the Holy Spirit there should be . chan^~ 
the .Animal to the Spiritual disposition. If there has been such a change 
in the teacher this work is easier with the scholar. The form of religion 
« .merely the gating order under which the change is received ; the 

sen3 7 ' ,h6 SUbJCCt 6ha11 haVG an iDward ^l 

We have been speaking of the inward influence which the teacher may 
use ; bat .here is also an outward one. The outward interested influence 
of the selfish love existing among boys, through the faculties of Adhe! 
siveness and Approbativeness, makes them desire companionship, not on y 
ii i their sports but u» their studies and labors. This love of companion 
ship and attachment to their associates, combined with Secretins 
will often cause them to be tempted successfully to the commission of 
wrongs, of winch but for the predominance of these sentiments, they 
would not have been guilty. When these faculties have large develon 
ment and are actively exercised, it is almost impossible to come at them 
directly, for the purpose of controlling and restraining their pernicious re- 
sults ; and it is only through the good influence of other boys, with whom 
they are in daily companionship and for whom they entertain a warm at- 
tachment, that they can be reached and reformed. Hence such attach 
ments must not escape the eye of the parent or teacher, but must be care- 
fully watched and properly controlled, lest as daily experience and ob- 
servation in the school-room attest, they may result in the perpetration of 
serious improprieties. 

5. What is the Proper Classification of the Faculties in Respect to Edu 
cation ? ' r 

The faculties are to be regarded and treated as they exist— m • in 
three groups, the Animal, the Intellectual and the Spiritual. Of these 
the Intellectual group, is, with reference to intelligent education the" 
most important. 

The position of the Intellectual organs is in the front part of the head ■ 
and is pointed out on the bust by the words, » Region of the Intellectual 
— Combinative, Conceptive, and Perceptive Faculties. " The Propensities 
have been already shown to be predeterminately active, under the law of 
inheritance of physical development up to the age of puberty and manhood 
at which time the Propensities become mature, and have a fixed mental 
character. This diameter is centralized naturally according to the order 
of the Soc.al group ; but it is the office of religion to awaken the faculties 
of the Spiritual group by the instrumentality of the Holv Spirit, by which 
the predominance of the Propensities is superseded. During the educa- 
tional process of development, the Intellect is brought into exercise, begin- 
ning m early infancy, in either cluster of the Intellectual group, as na- 
ture may direct, according to predominance of development, but generally 
in some of the faculties of the Perceptive cluster. 



136 



SCIENTIFIC BASIS 



Order of Faculties na presented by popular Education. Difference between Boys and Girls. 

The classification which presents the faculties in the aspect of the 
practical administration of common education in our country may be in- 
dicated as follows. 

1. THE SOCIAL AND ANIMAL FACULTIES. 



1. In Boys. 

a. Destructiveness. 

b. Aliraentiveuess. 

c. Secretiveness. 

d. Cautiousness. 
t. Combativeness. 

Following these, the Social Pro- 
pensities mentioned in the 
other column. 



In Girls. 

a. Philoprogeuitiveness. 

b. Adhesiveness. 

c. Inhabitivesss. 

d. Secretiveness. 

e. Approbativeness. 

Following these, the Individual 
Propensities mentioned in 
the other column. 



II. THE INTELLECTUAL FACULTIES. 

1. Perceptive Cluster. 

a. Language. 

b. Individuality. 

c. Eventuality. 

d. The various other Perceptive faculties in their range from In- 
dividuality outward. 

2. Conceptive Cluster. 

a. Comparison. 

b. Casuality. 

3. Combinative Cluster. 

III. THE SPIRITUAL FACULTIES. 

1. Godliness. 2. Intuitive Cluster. 3. Meditative Chaster. 

Since then, the Propensities require the primary attention, and a due 
regulation of them is the condition of training the rest of the mind, we 
place them first in this classification. • To regulate them and use their 
forces, wo take thorn as we fiud them, and name them in the order of 
their usual relative force in school children. Boys commonly have more 
force than girls in the individual and executive qualities, as contradis- 
tinguished from the social or domestic faculties. These demonstrative 
powers are with them the predominant faculties, and generally in the order 
above named. Girls commonly have move predominance iu the domestic 
or home faculties. Accordingly the forms of boys' heads differ charac- 
teristically from those of girls. 

The beginner in Phreuologie observation will have no better point tc- 
which to direct his attention than this ; for the different development 



OF EDUCATION. 137 



"Girl-Boy" and " Maaculine Girl." Perceptive Faculties must be studied by Teacher. 



shows strikingly the different dispositions of the sexes. The girls' heads 
are fuller in the region of Philoprogenitiveness and Adhesiveness, com- 
pared with the general dimensions ; the boys' broader in the more central 
part, in the region of Destructiveness; compared with general dimensions. 
And if a head possessing this characteristic fulness in the social cluster 
is found on a boy's shoulders, the observer may be confident that ho has 
found the index of that affectionate disposition which has given rise to 
the term "girl-boy." The exceptional forms, both in this case and that 
of a " masculine girl," will confirm the general contrast. In attending to 
this characteristic difference, the observer may see how the same faculties 
consort differently in different heads, the general uniformity of girls' 
heads being diversified by contrasts in detail, according as one faculty or 
another leads in a particular instance. In some, the pointed form of 
marked development will be found indicating sharpness of mental 
activity ; in others, roundness will indicate more forco and fulness when 
aroused ; in others, again, the flat form will indicate that the faculty in 
question spreads, giving its influence as a secondary force qualifying 
those which are contiguous to it. 

6. How May the Perceptive Faculties be Trained ? 

In the first place, the teacher must recognize the existence and charac- 
teristics of this class of faculties. It is not enough, with reference to 
these or any other faculties, to suppose merely that there are such facul- 
ties in the mind ; but, to train them properly, it is essential to individual- 
ize them, to designate them by proper names, and to discern their relative 
positions and size, and the spirit and order under which ftey manifest 
themselves. In this way, the teacher should learn the order of these 
faculties as marked on the bust, and as they exist in the teacher himself. 
The development of the Perceptive Faculties should generally precede 
that of the other Intellectual Faculties. This is the order of science 
itself, which begins with objective facts, and makes them the basis of 
reasoning, even so far as in ascertaining the conditions of mental dis- 
position by which man is in communication with his Maker, and the man- 
ner in which the Truth is possessed. 

The present popular system of education tends to give precedence to 
the development of the Perceptive Faculties, but, without such a dis- 
crimination between the different classes of children, as to cultivate the 
Conceptive and Combinative clusters, in the due order, to give strength 
to the Perceptive faculties. 

The general law of Sensation requires the training of the mind of tho 
child by two or three faculties and not by ono alone. 

The Perceptive Faculties are of the greatest importance to education, 
as it is through them that the knowledge of external objects is obtained. 
They are included in the Intellectual group of faculties ; and in giving 
them their true order, we are instructed by science and experience that 

18 



133 SCIENTIFIC BASIS 



Individuality. Importance and advantage of this Faculty to Teacher. 

two faculties of equal force if united or associated together, must act with 
greater force and efficiency, than when dissociated. This physiological 1 
principle is the cause why the- organs so associated together, through the 
middle line of the head, on the contiguous sides of the right and left hem- 
ispheres, when equally large as other faculties in the same group, have a 
leading influence in the character, generally. Therefore we assume that 
Individuality is the first Perceptive Faculty to be educated, and we have 
designated it as No. 1. 

This is the faculty which gives clearness to the Perceptive, Conceptive 
and Combinative faculties, and clearness to the combination of moral 
ideas. It individualizes objects or phenomena, each in its singleness or 
ononess, in name, location or, qualities, so as to soparate and distinguish, in 
all the mental processes, the things which the Perceptive Faculties dis- 
cern, or which rest in the inward consciousness. This faculty is best 
trained by a teacher who possesses it large, and who understands its com- 
bined activity. All the leading teachers of our schools should possess 
this organic condition. The teacher will find that the right use of this 
faculty, in his own mind, will very materially assist him. In dealing 
with large numbers of children, this faculty is often overtasked or confused 
in the effort to distinguish names and persons. The teacher should not 
depend upon memory alone for their names, but should have the name of 
each child plainly inscribed above its seat, so as to localize each in his 
memory, and enable him to call upon any one on the instant. By this 
means, the teacher standing in his proper place, would always be able to 
see what pupil is least inclined to give attention, and call him by name. 
This will facilitate the teacher's work, and bring the child more under his 
attention and control. The child too becomes properly seated by habit, 
and order is thus established. The teacher should exercise this faculty 
in the children, by calling it into activity in combination with the contig- 
uous faculty which is largest in them, and in this way the attention can. 
be retained in the Perceptive Faculties. Thus if Form is the largest of 
the Perceptive Faculties in the child, he should be trained in discerning 
various common shapes each by itself; and by constant repetition, his 
idea of each should be made distinct, clear, and individualized in his mind. 
So in combination with every other faculty of this group ; and with each 
observation, the proper word should be taught, thus exercising also the 
organs of Language. It is not until an advanced stage of schooling, that 
the child can be be expected to have a distinct individualization of the in- 
ward consciousness. Meanwhile, he must largely be taught by memoriz- 
ing, that is, by the exercise of the faculties of Eventuality and Compari- 
son. 

Under the organs of Individuality, and more interior in position, lie the 
associated organs of Form. When large, these organs are indicated by 
spreading in breadth, pressing the eyes apart from each other. It is 
breadth between the eyes that gives the base for all optical measurements 



OF EDUCATION. 139 



Form and Size. Their position. Teaching by Black-board and sound successful. 

of form and size. I mention the faculties of Form arid Size next after 
Individuality, thus giving them precedence over other organs that are 
contiguous to Individuality, because they lie at the base of the brain and 
are immediately connected with the organs of sense, which circumstances 
give them a precedence in activity ; and moreover, the organs of Form 
are contiguous to each other, and the organs of Size are contiguous to 
those of Language. Above this lower range of faculties, lie the organs of 
Weight and Locality. Those of Weight are immediately contiguous to 
those of Language, and this association gives them precedence, in activity, 
over those of Locality. The two organs of Language lie above the eye- 
balls and interior upon the orbiter plate. They are not contiguous to 
•each other, but dissociated, being separated by the organs of Form. An- 
atomically speaking, they lie like bands, beneath and across the whole 
range of the Perceptive Faculties, thus connecting them all through the 
faculty of Language. When large, these organs of Language press for- 
ward and downward upon the eyes, making the eyes Stand out, and often 
causing the under lid to project as a pouch. 

Eventuality (in which, in connection with Comparison, are centralized 
the memorizing activities of the mind) is next in order, because its organs 
are contiguous to each other. Locality completes the enumeration of this 
part of the Perceptive Faculties. 

It will, however, be observed, that upon the bust, the numerical order 
differs from that pursued in this statement, by placing Language as 
second instead of fifth. The reason that I pursue this different order upon 
the bust is, that although some activity in the organs of Form and Size 
must precede a full activity in those of Language, on account of the sen^ 
suous location and relation of former organs, yet in man, as he is in civil- 
ized society, and in the practical training of children, the activity 
of the faculties of Language, situated as they are, leads that of 
the faculties of Form and Size. Words are given and used in teaching, 
as rim and a necessary means of awakening those faculties and indmd- 
ualizhig outward objects by them. When men possess the ordei : of, flevel- 
■opmenfin which Language is subordinated to Form, Size and Weigh* 
they possess a superior practical intelligence on this account; but, as I 
have said, these are exceptional cases. 

The proper time for teaching the languages is in quite early infancy, 
when these faculties are naturally exercised in a growing condition. 
Language has been commonly taught, through the ear only, as in first 
teaching the mother tongue, or through the eye only, as in teaching dead 
Ln!uages. The reason why the modern method of teaching by the 
Sack-Soar* and by the sound, at the same time, » more ~~£<- 
because two of the senses and the sensuous organs conne ^«£* 
with each, are brought into operation on opposite side, of the principal 
faculty, giving a double force, and a greater stunulus to the mind. 



140 SCIENTIFIC BASIS 

How to hhih the Perceptive Faculties, CooceptlTe Faculties. 

The orpins of Form, Size, and Weight, are to bo trained through the 
Bensea of Bight and touch. The system of Object-teaching is especially 
useful for this purpose. Eventuality is trained by requiring the scholars 
to relate' events, to narrate the current of affairs they see ; and, as they 
grow older, to compose narratives iu writing, and to turn their thoughts 
into their own miuds, and see how far they can become conscious of the 
thoughts. 

Locality is to be trained by such studies as Geography, Anatomy, etc 
In these studies the pupils should be taught to realize the location. The 
use of globes strengthens the faculties of Locality more than maps can. 
Memorizing teaching is often lost. It is not by memorizing alone that 
the appropriate instruction for these faculties is to be retained; but in- 
volving the consciousness of the pupil in the use of the predominant fao- 
ulty in this cluster, and thus exercising Locality. 

7. What Faculties Maij be Regarded as Conceptive ? 

These also have a special locality on the bust. They are Comparison 
and Casuality.and lie above the Perceptive and below the Spiritual faculties. 

The Conoeptive faculties are those by which notions or ideas are origi- 
nated or combined, thus deducing generalizations or abstractions. In this 
they deal chiefly with the perceptions given by the faculties of the Per- 
ceptive cluster, or with the facts of consciousness ; but they are called 
into action not only by the Perceptive faculties, but. by all the other 
parts of the brain, either the Combinative, or Intuitive or Meditative 
cluster, or by the passions. 

The science of logic, which by some has been defined as the laws of 
thought, is but little more than the laws of the processes of these facul- 
ties of Causality and Comparison, under the necessary conditions of per- 
ceptive facts, and iu the form given through the faculty of Language. 
When the Perceptive faculties predominate, the characteristic process of 
thought is by the observation of external facts, and deductions are a 
secondary and minor element. When the Conoeptive faculties predomi- 
nate, the characteristic process is by the conception of a principle ; and 
the appeal to external or subjective faots is chiefly subsequent and secon- 
dary in the consciousness of the mind. 

8. Hou- should (hey be Addressed and Trained ? 

They should be addressed according to the science of logic and the 
principles of pure mathematics. 

The Couceptive faculties will be excited to action by the predominant 
group, either the Spiritual faculties, the Propensities or the Perceptive 
faculties. In youth the Propensities are generally the faculties that call 
the Conoeptive cluster into action; iu maturer years, the Spiritual group 
or Perceptive faculties coininonly exercUo a stronger influence in this 
respect. 



OF EDUCATION. 141 



_ Comparison and Causality the Faculties of reason. Their ration, with other cluster,, 

When a child of large Couceptive faculties has reached the stare of 
development in which he has consciousness in these two pairs of faculties, 
Comparison and Causality, at the same time, ho will begin to under- 
stand what ho observes, either by apprehending contrasts or by seeking 
antecedent causes. These processes include not only the facts and prin 
ciples gl ven by the external world through the Perceptive faculties, but 
also those of the consciousness within. 

Children of this order of mind excel others in the ability to reason 
clearly These two faculties are the Faculties of reason in the strict 
sense of that term. 

It often arises that on account of the inability of the teacher to appre- 
ciate the pupils mind, and his ignorance of the temperaments and the 
organic capacities of the brain, such pupils appear stupid in early years ■ 
they are always asking the question-Why is this ?-and yet do not give 
evidence of a satisfactory knowledge of the facts which they have been 
taught. When the Perceptive faculties become more fully developed in 
the process of education, and the mind acquires the requisite individual- 
ized perceptions of outward objects, the Conceptive powers are enabled 
to reason from cause to effect, in all things within the range of their ac- 
tion, and the special intelligence of the child then appears. When Com- 
parison predominates over Causality, by the disposition to contrast, it 
gives acuteness in reasoning ; when Causality predominates, the mind 
goes to the source of every principle, or the cause of every phenomenon, 
whether existing in the Consciousness or outward facts. 
■ When the Conceptive faculties are preceded by the Combinative facul- 
ties, then, as things are seen in combination in the outward world, they 
are seen in their combined and relative sense. Therefore in reasoning by 
such a mental process, breadth of view, expanded light and luminous ex- 
pressions are evolved, which are not clearly or definitely apprehended by 
the ordinary mind, except when the mind is centralized in Ideality, giving 
the form of Poetry. Hence they are led off into ranges of thought with- 
out any premises, except as these premises exist in Consciousness, and 
therefore, the introspection of Causality and Comparison, will be in ac- 
cordance with the abstraction of the peculiar mental disposition, either 
by the Meditative or Intuitive cluster, or by Perception. 

The Conceptive faculties, especially when Causality predominates, look 
for Antecedents ; but the highest Antecedent, the first great Cause, 
man is only capable of knowing through the central faculty of the Spiritual 
group, the eye of the Spirit, Godliness. Although the child, by reason 
of his undeveloped consciousness cannot fully realize this knowledge of 
God, he should bo taught pantomimically the outward evidences of the 
power of God in the physical world ; and this is a point of the first and 
roost constant importance in training the Conceptive faculties, on account 
of the lost condition of men by nature. 



J42 SCIENTIFIC BASIS 

Suggestions for Teachers. Proper Method of training Faculties. 

In all our systems of Teaching, the cultivation of affability of manner 
and grace of deportment, in our view a most important branch of educa- 
tion, has been largely overlooked. For, the general, outward, objective 
forms of Religion are regarded by hypercritical minds as either unneces- 
sary, or idolatrous in their tendency, reVgion being with them exclusively 
an internal process. But the science of mind teaches that children 
should bo educated in the external forms of Christianity, so that in ma- 
turer years, graceful manners may harmonize with the interior conditions 
of Spiritual life. The age especially designed for all growth of body and 
■mind is from infancy to maturity, hence the great necessity of teaching 
during this period, religious pantomimic deportment as a system of man- 
ners, which are aptly denominated minor morals. It will bo seen then 
that the teacher, if thus properly educated in a religious life, will be 
enabled to manifest pleasing exterior graces in his intercourse with his 
pupils, he himself being a couverted man, under the influence of the Holy 
Ghost ; for, all other exhibitions of mien and deportment result merely 
from imitative life. 

The studies most appropriate to the education of children of the Con- 
ceptive class are those, in the study of which, Causality and Comparison 
are the leading faculties ; such as Philology, Astronomy, Natural History 
and Mental Science. 

Children of large Conceptive faculties require to be taught, by first 
impartiug the principles, and afterwards they will receive the facts. On 
the other hand, children of tho Perceptive class must bo taught by im- 
parting the facts, leaving the principle to be acquired afterwards, if at all. 
In reference to any cast of mind, tho proper physiological method of 
training, is to approach the largest class of faculties in any one group, 
and the largest pair of faculties iu that group. Where the development 
of the faculties is disproportionate, that is, different from that marked on 
the bust, the way to develop the lesser faculties is to approach the next 
largest contiguous pair in the same group, so as to get the attention ; aud 
•when the proper attention is awakened, the lesser faculty or faculties of 
the same group may be called into operation, and exercised until they 
attain their proper development in the order as marked on the bust. 

9.' Mat Faculties are Constructive ? 

They are, Constructiveness, Calculation, Wit, Ideality, and Acquisitive- 
ness. We have them named in their associated order, as the Combinative 
Cluster, forming a semi-circle, of which the faculty of Constructivness, on 
each side of tho head is the centre, and so you will find it marked on the bust. 

10. IVhat Treatment is Proper for Them ? 

The faculties of this cluster, in themselves, tend to divergence and 
side issues, and impede Education unless they are under the teacher's 
control. The teacher should secure an ascendancy over the mind, and 



OF EDUCATION. m 



gent self-consciousness. *™iup meir mtelli- 

Theso side faculties of the Intol]pr>f n ™ ^ u 1 i -■ , . 

eent^ by tll0 activity of rsl't: ;, ; d :; d P *;: r t c;v;r 

longitudinal contra of the head, where the heniilj S h<> 

with eaoh other; that i. to »* toX^ZX^T" T* - 
or those of the Conconiive cluster or the <!„■!%, P " Cll "' Cr ' 
pities of the Men ita L o r ZkZ ^ £«J ££ 

The Social or Animal Propensities have a predetermine,! „! • ST?" 
consequence of the fall of man; and the* Z£g*E£g£ 
fluence the Combinative Faculties, because they lie contiguous t V 
faculties. The Perceptive faculties too, which hay!! 

Tirrvr rr*™^ ; ^ed h 7ni:„rr n rr 

The Spiritual I acult.es have less influence upon the Combinative Fa CU T 
ties, because they are rarely called into activity in childhood 

In consequence of- the characteristics of children in this respect mueh 
opportunity is lost by not properly regarding the activities of these Com 
bmative Acuities in connection with the Social Faculties. Childrl 
should have more time to play , and their plays should be the teacher's 
personal care, in order to gain their individual affection. For the nl 
pose of the practical exercise of the Combinative Faculties, innocent and 
pleasurable sports should be cultivated. Plays which involve useful, 
results or increase the proprieties ' of deportment, or which imitate the 
cons ructive occupations that will be useful in after life, all those things 
which quicken either of the senses, the use of tools and of all the implf 
ments of childhood's sports, should be encouraged by the teacher This 
interest on the part of the teacher does more to give him the confidence of 
he child than any thing else he can do ; and thus will enable him to lead 
the intellect of the child. 

But for the proper training, it is also necessary to treat these faculties 
with special reference to the influence of the other faculties of the Intel- 
lectual group, and with reference to the influence of the faculties of the 
Spiritual group, so far as it is possible at an early age, the latter ben* 
then dormant. & 

The proper method of doing this, is to seek the largest pair of facul- 
ty ,n the I erceptive or Conceptive cluster, or, in. the Meditative or In 
tuihve cluster, and awaken that pair in connection with the Combinative 
1 acuities. 

Thus, if in a child of preponderating Combinative Faculties, the Per 
ceptiveFaculties-thatis to say, Individuality, Language, Form, Size, 
Weight, Locality, Eventuality, Color, Time, and Tune-are larger than 
the remaining parts of the Intellect, the appropriate instruction is in' 
Orthography, Etymology, Syntax and other departments of Grammar • to ' 



144 SCIENTIFIC BASIS 

Hints for insmiftion when different clusters predominate. 

teaoh him to oombiae words, and to form sentences; to adapt his mind to 
Individualise bis own thoughts and Bensations to himself olearly, thou to 
individualise the proper words, and then to oommunioate them by tho 
aid of the rales of Grammar : to teaoh him how words are oonstruoted and 
alphabetically put together and the art of pronunciation ; to teaoh him 
Geometry, Draughting, Metallurgy, Geography, History. Biography, Land- 
scape and Historical Painting, and Natural History; to teaoh him to arrange 
words musically, oombining them aooording to the regulation of tho two 
faculties of Time and Tune, which are oontiguous to eaoh other, and so 
teaoh this order of mind the art of enunoiating words musioally, and to 

compose music, whicli power depends upon a constructive order o( mind. 

With children of this class it is important, above all, to stimulate the 
Conoeptive range, making them look for an antecedent for every fact, so 
that the Conoeptive cluster may be cultivated and not lose its power 
through tho all-absorbing influence of the Combinative and Perceptive 
faculties. 

If in a child of large Combinative Faculties, the Conoeptive Faculties 
— that is to say. Comparison and Casuality — are larger than the other 
parts of the Intellect, the appropriate instruction is rather in literary 
composition than in the mere use oi words. In music also, minds of this 
cast seek to compose, and their composition is more of the artistic char- 
acter than of the religious or martial character. Combinative Faculties 
with a predominating Spiritual development tend to Sacred music, aud 
Combinative Faculties with a predominating development of Social Pro- 
pensities tend to martjal and sensuous music. 

Since, hi children the Social Propensities predominate, the kind of 
music which they love is the martial and boisterous music. 

When the various faculties of the mil d and the modes in which they 
act. and the extent to which they re-act on each other, are thus clearly 
defined, we have plainly before us the few simple conditions, out of the 
combinations of which the infinite diversity of the mental dispositions of 
men result. 

Minds of the Combinative class should also be taught mental science, 
practical knowledge of the three groups, and the different localities of each 
pair of faculties, so as to make them as conscious, practically, of their 
own mental organisation, as they are of their different senses — sight. 
smell, taste, hearing — or of the fingers on their hands, the special organ 
of touch. When the science of mind shall have been adopted by our 
teachers so that it can gradually be taught in our schools as a branch of 
learning, in combination with the present mode of Object-teaching, all sci- 
ence will combine in universal laws in the order of man's mental struc- 
ture as marked on the bust. 

The law of Pin siology teaches, that, in the mind in its natural and cul- 
tivated state, two faculties oi equal force, associated together, by the 
OOntigUOUS position of their orgaus have, by their combination a prece- 



OF EDUCATION. 145 



linw to cultivate the Intellectual Oroupi. Proper order of tht ir developmi a\ 

donee of activity over organs of equal size whose positions arc disjoined* 
The capacity to retain this activity, until tin- mental result is attained, 
will depend upon their size and bulk ; for the result ia interiorly posse led 
and is not exhibited exteriorly until the organ of Destructivenesa ox I. 
eeutivenees gives it. manifestation. The degree of tbia retention will de- 
pend upon the influence of the teacher by applying proper mental stimu- 
lants, or upon the restraining faculties of the pupil, if theconsoiou m 
intelligently awakened. 

Tin; term Conceptive is applied to certain facnltiet because they bring 
together and connect mental operations— this result being due to their 
location — hut to attain predominance over the other clusters of the mind, 
Bize must be superadded tn location. Here the teacher should exeroise 
a prudent discrimination whether the child merely memorizes hy bis Per- 
ceptive faculties, or conceives a thought from the Conceptive cluster. If 
he is required to embody this thought in word-, before he takes a proper 
form of the Conceptive, the memorizing faculties are educated only, in- 
stead of those of ideas. 

If the Conceptive cluster is larger than the Perceptive, a« we have be- 
fore said, the minds of the majority of children being disposed to the Con- 
ceptive will be induced to n>k questions without any centralized or local- 
ized reason in the faculties of Individuality, Form, Size, Locality or 
Eventuality. Again if the cluster of the Peroeptives in ho large as to 
absorb the nervous influence, they monopolize the mind, and supercede the 
the functions of the Conceptive. 

Hence, it is of the first importance that no one of the three clusters of 
the Intellectual group should be educated at the expense of the other 
two, for, if the Perceptive faculties are cultivated alone, the size of the 
Conceptive is diminished and their power proportionally decreased ; and, 
thus also, with the Combinative cluster. 

The duty of the teacher is to endeavor to bring into activity, first, the 
Perceptive cluster, being the most important in mental operations, they 
having for their objects material proof; next, the Conceptive range, 
which furnishes principles with the facts of the Perceptive Rotter; and 
then, the Combinative cluster, which gives organization to facts and prin- 
ciples in the order they exist in object and subject. 

I5y an acquaintance with the hiwsof growth, the teacher will acquire an 
intelligent discrimination in the education of the different faculties. Be 
will perceive how one cluster may be dwarfed in size and • itic* 

enfeebled \>y neglecting its cultivation, and bow excessive development re- 
sults from an exclnsivo exi rcise of another. 

11. At What •Stage Should the Rea / bi Addressed and 

Exercised ? 

In its most general sense, Reasoning is a proi in the sim- 

ultaneous activity of two or more pairs of faculties, whether they axe in 

19 



146 SCIENTIFIC BASIS 



The bases of reasoning are three-fold When reasoning commences. Relations of the clusters- 

the Social, Spiritual, or Intellectual Group. In this sense, there is one 
reasoning of the Propensities, which is physical ami instinctive ; another 
reasoning of the Intellectual Faculties, which is analytic, synthetic and" 
comparative ; and another reasoning of the Spiritual Faculties, the In- 
tuitive and Meditative, which is feelingly infused. The reason why- 
there is no standard of correct reasoning among men — except general 
opinion, which is as diverse as communities are various — is, first, that 
men are ignorant of those distinctions, and reason in either way indiscrim- 
inately, and, second; that, in either department, men whose organic struc- 
ture varies, are disposed to difference of mental operation. Thus, in 
Intellectual reasoning the true standard depends on the true order of In- 
tellectual development as marked on the bust. Phrenology teaches the 
true standard of reasoning, by elucidating these organic conditions, and 
shows that diversities of reasoning will necessarily be manifested in or- 
ganizations which do not conform to the true order of scientific culture in 
the order of the higher consciousness and enlightenment. 

The process of reasoning begins, in children, when they have reached 
that stage in which they have the feeling of consciousness in two parrs 
of mental faculties at the same time. It begins in the Propensities. 
When, in process of time, the Propensities, by necessity, Call the Intel- 
lectual Faculties into activity, Intellectual reasoning begins, and is in- 
stinctively Conceptive ; but is first consciously awakened in the Percep- 
tive Faculties ; and the training of the teacher should bo directed to the 
Perceptive Faculties. But the proper stage at which to commence 
training in Intellectual reasoning is after the age of puberty. Before 
that time, education is a process of preparation for clear reasoning, as 
above declared; and the leading pair of faculties for clearness, is In- 
dividuality. This pair of faculties, therefore, being the first in the Per- 
ceptive cluster, and, when properly developed, being the largest in the In- 
tellectual group, is the first and most important in order to manifest reason 
clearly. The primary function of Individuality has relation to the external 
world, giving mental status to outward objects. It also is ruled by the 
Propensities and the Spiritual Faculties. When its activity is intro- 
verted upon the mind itself, it serves to give a clear Intellectual percep- 
tion to the action of the faculties ; and, if the higher consciousness is 
awakened, there is true self-knowledge. 

If the Perceptive cluster predominates, the former function is most 
active, and the tendency of the mind is to depend entirely upon what 
appears externally — objective philosophy. 

If the Spiritual faculties in the adult predominate, the latter function 
is more active and the tendency of the mind is to depend entirely upon 
individualizing the feeling of inward consciousness, either in the Propen- 
sities or in the Spiritual Faculties, — one of the conditions of the Meta- 
physical philosophy. These are two initiatory processes which include 
ell reasoning. 



OP EDUCATION. 147 



Perceptive Faculties first developed. How Perceptive and how Conceplive Faculties reason. 



When the best organic conditions for reasoning exist, the pupil is pro- 
disposed to reason by parable ; these conditions are fully developed after 
the age of puberty, and when the Spiritual Faculties become awakened. 
The order of these conditions is, first the Perceptive Faculties, then the 
Conceptive, then the Combinative, with the preponderating influence of 
the awakened Spiritual Faculties illuminating them all. The Perceptive 
cluster of Intellectual Faculties is the most important class to bo properly 
educated in preparation for correct reasoning. Those are tho first in 
order of development; and truly to understand objective teaching, these 
faculties must predominate, for they cognize material evidence and facts 
as they exist, on which all reasoning must be established. Phrenology 
itself, the true system of reasoning, could not be made a science without 
having these faculties precede all others, so as to obtain a basis of objec- 
tive facts. By discerning through the Perceptive Faculties, the physical 
conditions, the organs, their form, size, position, and tho phenomena 
manifested, they present the objective proofs of how God deals with the 
individual and also with maukind. And this proof harmonizes with the 
subjective inward proot which rests upon Divine Revelation and in- 
ward consciousness. 

Tho reasoning performed by the Perceptive Faculties consists in 
individualizing a phenomenon, and affixing to it tho proper word or name, 
as a distinguishing sign. You will see, designated upon the bust, the 
order in which these Percoptive Faculties are related. Individuality, 
which takes cognizance of each phenomenon in the outer world, and 
separates and distinguishes it from all others, stands No. 1 . in tho order 
of development ; and Language, which connects with each phenomenon 
recognized by Individuality a distinct and appropriate word- sign, stands 
No. 2. So all the Perceptive Faculties up to No. 9, stand under the 
order marked on the bust. 1. Individuality; 2. Language; 3. Form; 
4. Size ; 5. Weight ; 6. Eventuality ; 7. Locality ; 8. Color ; and 9. 
Order. 

The reasoning performed by the Conceptive Faculties of Comparison 
and Casuality, consists in comparing phenomena, and seeking their causes. 
These Conceptive Faculties, marked on the bust, are 10. Comparison ; 
11. Casuality. Time and Tune marked 12, and 13, belong by their loca- 
tion between the Perceptive, Conceptive and Combinative Faculties, and 
when combined with either of the Perceptive, measure events by time, 
and beauty of expression by sound ; or when combined with the Concep- 
tive, determine and measure time in the chronological order in history ; 
or when combined with the Combinative Faculties, give time to tune, 
which is the essential basis for order in the art of music. 

The order of reasoning by which Phrenology became established was 
first Conceptive Reasoning ; Dr. Gall comparing phenomena and inquir- 
ing for causes, then establishing the general facts, in the order of the 
Conceptive, Combinative, and Peroeptive Reasoning ; Dr. Spurzheim 



148 SCIENTIFIC BASIS 



Laws of the Miml. Importance of controlling the Propensities. 



following in the same train, gathering details and constructing a classifi- 
cation. The reasoning performed by the Combinative Faculties consists 
in taking np what has been perceived and conceived, and combining it in 
the order of Intellectual synthesis and analysis. These Combinative 
Faculties are marked 14. Calculation: 15. Constructiveness ; 16. Mirth- 
fulness ; 17. Ideality; 18. Acquisitiveness. 

The order of the development of the Intellectual, Spiritual, and Animal 
Groups, in auy individual, constitutes the mental condition upon which 
nil his processes of reasoning depend ; and win n mankind shall have re- 
cognized and accepted the necessary inference from this, men will not 
contend about their views, but refer all difference of opinion to difference 
of organization, scientifically ascertained, the predominant group, the kind 
of education received, and the willingness or unwillingness to receive the 
Truth. The civilization which Christianity affords, seeks for, and irre- 
sistibly tends towards a basis of Absolute Reason ; and some progress 
toward this result may be seen in the present state of controversial phi- 
losophy. The basis for that Absolute Reason will be attained by the true 
science of uiiud. 

The method of awakening the Intellectual Faculties is to cultivate the 
senses : — sight, hearing, smelling, taste, and touch. 

The first law of the mental disposition to be regarded by the teacher is, 
that the vital foroes reside in the Propensities. Hence a due considera- 
tion to strength and vigor of Intellectual character requires that the ac- 
tivity of these faculties should not be too early drawn away to the Intel- 
lectual part. The second law is, that these Propensities, in order to 
supply their inward wants, stimulate the Intellectual Faculties into ac- 
tivity by irritation, and doing this they are aided by external things act- 
ing through the senses ; whilo in striving to supply these wants, the Intel- 
lectual Faculties seek outward signs, either in action or in words, to ex- 
press the inward want or condition. Hence, the teacher should secure 
the control of the Propensities, in order to reach and guide the activity 
of the Intellectual Faculties. He should do this, if possible, by engaging 
the affections of the child, and if not, then by compulsory means. 

The action of the Intellect, as a whole is expenditure and tends to ab- 
sorb the vital forces. Thus, if the Intellectual faculties demand a greater 
degree of Nervous action than the Propensities supply, the individual is 
mentally constituted for Intellectual pursuits ; physical labor becomes 
necessary in addition to Intellectual effort to afford healthful activity. On 
account of the prior activity of the Propensities of children, resulting 
from predisposition, attention should be directed to the differences exist- 
ing among scholars, for the purpose of ascertaining which of the two 
groups predominate in each, so that opportunities for recreation and play 
may be regulated in accordance with the order predominating. For, the 
observant teacher will have noticed, that, in a given number of children, 



OF EDUCATION. 149 



Effect of overtasking the Intellect. Importance of the Perceptive Faculties. 

whilst some will become so exhausted by their sports as to render study- 
entirely impracticable, the same amount of exercise will stimulate and 
prepare the minds of others for close application. 

The activity of the Propensities, when guided properly, is recupera- 
tive. They involve bodily activity, which builds up the system, produc- 
ing pleasurable emotions which energize the mind ; and, therefore, while 
children are growing, it is very important that these should have proper 
attention and exercise. If the Intellect is overworked when the individ- 
ual is young, it engrosses and takes possession of the vital forces, which 
at that period should be directed largely to the development of the physi- 
cal structure ; and thus there is produced in the brain, the condition of 
which, at a very early age, is properly of the lymph quality, too early a 
development of the fibrous state, such as prematurely disposes the subject 
to the nervous temperament, gives a diminutive structure to the body, and 
causes disease or premature decay. 

The activities of the Intellect, it may be said, are either centralizing or 
diffusive, according to the peculiar structure of the groups. When they 
are centralized, it is because of the great predominance of Individuality 
over its associates in the Perceptive cluster, standing in their proper 
order. If, by a greater breadth of structure, the Combinative Faculties 
get precedence, the activities become diffusive. 

The Intellect, in its proper order and exercise, is dependent, as well as 
the phenomena of the mind itself, upon the Perceptive Faculties, for 
a definite and intelligent aspect, and upon external objects, to arouse 
attention. Objects existing outside of the mind, and apprehended by the 
Perceptive Faculties through the impressions made by them upon the 
senses, apprehended through the consciousness, are an essential condition 
of the action and development of the Intellectual powers. The Intel- 
lectual Faculties also have within themselves a priority in activity, pre- 
determined by nationality, Christianity, oi by inheritance and other cir- 
cumstances. The degree of this precedence of Intellectual activity has 
in each case a special adaptation to the relative sensibility of the nerve* 
of the senses, which in turn are largely dependent upon the tempera- 
ments for their peculiarities and influence. 



PUNISHMENTS. 

Having now described the principal difference in mental organization as 
well as in temperaments, the answer to a previous question relating to the 
methods of discipline will be more intelligible. It has been already ob- 
served that the choice, between coercive or persuasive means does 
not depend upon the temperaments ; but that when either is to be used, 
the nature and degree to be employed are to be chosen with reference 
to the temperament, as well as to the mental organization. 



150 SCIENTIFIC BASIS 



Suggestions ns to methods of Punishment. How to tri-ut indolence. 

The great difficulty which teachers find in administering effective dis- 
cipline is in their own ill-regulated judgments resulting from want of 
knowledge of the faculties of the mind, and of the temperaments ; this be- 
ing needed to enablo them to judge of the susceptibility of the child to the 
punishment inflicted. 

The infliction of a certain, fixed punishment for every offence of a cer- 
tain character, by whomsoever committed, appears, to many teachers, a 
just and impartial rule ; but when the organization of children is taken 
into account, such a method is at once, seen to bo unjust and inefficient. 
The nature and degree of the puuishment should be adapted to the mental 
organization of the child, as well as to temperamental conditions of sus- 
ceptibility — not to the external act, but to the internal cause of the act. 

The first inquiry is — What is the cause of the offence ? The second 
is — What is the proper chanuel, which the peculiar organization of this 
child affords, for reaching that. cause ? This rule is mullum in parvo. 

For example, if the offenco is, that the child has not learned his lesson, 
we must first discriminate whether the fault is indolence, or merely inap- 
titude for the special study. The latter should, of course, never be 
punished ; it is to be cured by encouragement. 

If Indolence is the fault, the first inquiry is — What is the cause of it ? 

If the child of the Sanguine temperament, and tho indisposition to study 
proceeds from the volatile disposition of this temperament, and is too 
strong to be overcome by persuasive means, the teacher must appeal to 
physical pain, or to fear, which is the apprehension of pain by the remem- 
brance of it. Ordinarily, teachers appeal to whichever of these two, pain 
or fear, promise the quickest result, without regarding the necessities of 
the child's development. Thus, if the child is fearless, the teacher whips 
him; but if he is timid and shy, the teacher only threatens. An underr 
standing of the mental conditions upon which these differences depend 
•would show the teacher, that if the Sanguine child is fearless, he should 
get the possession of Ids feelings ; and if rash, it is because the restrain- 
ing faculties of Cautiousness and Secretiveness are small ; and if he would 
correct this deficiency in the child, he should threaten first, and follow it 
with punishment afterward. To an offender marked by this organization, 
let the teacher say, that to-morrow at such an hour he shall be chastised 
for the offence ; and when the time comes, let the punishment come inex- 
orably. Such a method awakens the necessary fear, where it did not be- 
fore exist. 

In some cases, if the desired attention has been secured, it will be wise, 
when the appointed time comes, to say to tho scholar, that, as he has been 
assiduous meanwhile, the punishment will be, as a favor, postponed till the 
next day, thus prolonging the immediate stimulus of the fear ; but it 
should never be dispensed with, when ouco threatened. Sooner, or later, 
the teacher's word must be fulfilled. 



OF EDUCATION. 15T 



Organization and Temperament to be regarded. How to overcome Disobedience. 

On the other hand, if the child is sly and cautious, it is because Secro- 
tiveness and Cautiousness are largo ; and if tbis bo so, appealing to fear, 
though a very easy device for the time being, increases the mental disposi- 
tion which led to the fault. In such a case, it will often be well to punish 
the child without any premonition, and afterward tell him the reason for 
it. Threats would awaken fear ; but unexpected punishment will awaken 
the Intellect of the scholar ; for his mind will be immediately set at work 
to consider in himself what was the reason of his being punished, and the 
faculties of Cautiousness and Secretiveness will be turned to a useful ex- 
ercise in making him, afterward, watchful of himself, and cautious of his 
conduct. If the indolence proceeds from the preponderance of these re- 
straining faculties, Cautiousness and Secretiveness, which is sometimes 
the case in a child of the Nervous temperament, the difficulty to be met 
is that the mind has too much restraint, begetting indifference. In such 
cases, the teacher must, if possible, avoid appealing to fear. He should 
seek to ascertain which of these two faculties predominates. If Cautious- 
ness predominates, pain or fear will tend to stultify the mind. He should 
endeavor to awaken the forces of other Propensities, and then to lead them 
forth into the Intellect. Persuasive measures, and means, such as draw 
the motive power and force more into combination with other faculties, 
should be used, so as to overcome Secretiveness. These measures will 
be particularly appropriate if Secretiveness is the larger faculty. 

If the cause of the indolence is the predominance of the Bilious tem- 
perament, the teacher should counteract this by leading the child to 
active, out-of-door sports. Those exercises which rouse and quicken the 
system, and give more play to the lungs and more vigor to the stomach, 
with rest to the brain, will be necessary to correct an indolent disposition 
resulting from the predominance of the Bilious temperament. If the 
cause of the indolence is the over-indulgence of the Lymphatic system, 
the teacher must take measures to have the supplies of food diminished, 
eo far as necessary to give mental activity during school hours, and 
superadded to this, the discipline recommended above in cases of tho pre- 
dominance of the Bilious temperament. So long as the tasks given to the 
stomach require the nervous force of the child, it will be neither easy nor 
wholesome to call that nervous force away into the brain by punishment. 

Wilful disobedience and insubordination will be found to depend on 
mental conditions to a greater extent than does indolence. The first step 
towards overcoming this evil is to ascertain where the will of the pupil 
resides; — What are the ruling Propensities that make this disposition? 
It will bo of the first importance, in cases of this kind, to act in harmony 
with the parents; for if the child is sustained at home in his wilful pur- 
poses, the teacher will rarely be able to overcome them at school. 

This disposition will be more frequently found to make difficulty in tho 
ease of Sanguine or Nervons tomperaments or the Sanguine-bilious, or 



ISM SCIENTIFIC BASIS 



[naubordinatioDt Value of » generoua £?prit ,it Cotpt unoag pupiU, 

Nervous-bilious. In those oases, the teacher will often be able to do 
more, indirectly, and through the inflaenoe ol other pupils, than directly, 
bv his own administering of discipline. 

In this class of offenoeSt the teacher should keep always before him, 
that the welfare of the child is at stake, and that what he has to do is to 
reclaim. Ha has a battle to fight and must use strategic measures. He 
must use his own faculties of Cautiousness and Soeretivenoss. tempered 
bv that higher and holier influence, a loving spirit ; for the disposition 
with which he has to deal often involves, to a greater or less degree, the 
minds of I number of the scholars, and to meet it successfully he must 
have some understanding of the extent of the disaffection and the nature 
of the plot. If he is sufficiently circumspect to define these to himself. 
and sufficiently deliberate in his discipline to wait until he eau lay his 
hand upon the ringleader, the chastisement of that one will often gain at 
once the whole victory. 

Children brought together form a community characterised by a great 
activity of the Propensities, but volatile and easily moulded. 

Quarrel* and . mong the children, com- 

pose a class of faults different from insubordination. Here is the training 
ground for self-control, and all those manly and womanly social qualities 
which tit the possessors for happy and useful places in society, 

The teacher who rightly regards the Social Propensities, which rule 
the children in the play -ground, will endeavor to hare the children g 
the right . ant by the sympathies and hostilities engendered in 

their preparatory society ; and will therefore endeavor to cultivate that 

.-. which will make the aggregation of children more otos 
resemble an organised community, and to maintain within it a public 
opinion in favor of the exercise of the moral qualities S . .:ual 

Faculties. For this purpose, the teacher, while he compels order and 
protects against ill usage, should r scholars thems 

to enooun JOndoct, h ttals I mot offences, as far - 

is possible to do BO, himself intertVr.v^ . only when exigencies 

siista selves and 

si : Bssion and injust r such 

-... or. 

IT. st Study I ■- r 1 ■ -.hool 

harmonisss with his own wishes^ or is : c. In the former i - 

: and control : • St -> 

.:-:. l:v~-s: bu, "aboju -_..-_- -ys, ,f 

■ 



OP EDUCATION. 1GU 



Why Special Systems of Education are unsuccessful. 



Educational " Ststkms."— Most of tho special " Systems" of F.du- 
cation which have sprung up during tlio past century, hut soon luivo be- 
come merged in tho g neral progress of Education, have had their origin 
in more or less distinct appreciation of some one of the foregoing princi- 
ples, and in an attempt to administer education upon that one, without 

due reference to the others. Hence each of these systems, tl gh pat 

forward by its founders as an universal system, has been in faCt Special, 
and has proved to be so by failing to supersede all others, and resulting 
merely in contributing a new phase to some educational processes, ahd 
promoting tho advancement of some departments. Thus, for instance, 
tho Lancasterian or monitorial system had its foundation in the tempera- 
mental and sensuous affinities which are naturally stronger between chil- 
dren, than between teacher and child. Tho secret of Its temporary pre- 
cedence as a system, was the striking result manifested when this prin- 
ciple was involved on a large scale. But it was found by experience that 
tho mental superiority of adult instructors more than compensated for 
the apparent advantages secured by relying on tho mutual plan, as a sub- 
stitute for the immediate supervision of skilled teachers. The intelligent 
instructor will observe the strength of sensuous influence of children on 
each other, which was the secret of this method ; and will avail himself of 
that influence, constantly, in support of his own. 

The Pestalozzian system was founded on a very clear and strong ap- 
prehension of the importance of educating the Perceptive facilities. 
Every thing was bent to this standard, and the Conceptive powers disre- 
garded. What is called Object-teaching is prone to the same error. 

Many philosophic teachers in American schools go to the other ex- 
treme, and deal with the Conceptive powei's to the constant neglect of the 
Perceptive. 

The Kindergarten, and the excessive use of calisthenics and gymnas- 
tics, or military drill, are other examples of special systems, which should 
not be made a procruttean bed for all pupils. These methods shopld all 
be administered with duo reference to tho temperamental and mental 
character of the pupil to be educated, so that tho special advantages of 
each may bo utilized. 

Any general and arbitrary application of either system, without regard 
to the temperamental adaptations, is pernicious and will fail of a general 
success. 

12. What Moral Families Claim an Early Attention ? 

In a stric: sense, the only moral faculties are the Spiritual Faculties. 
The Propensities are essentially selfish in Jheir nature ; and the Intellect 
is merely the instrument of either. 

20 



154 SCIENTIFIC BASTS 



Suggestions for Moral Training. Why Religion is generally distasteful to Young Men. 

Tho Spiritual Faculties should not be awakened until after the age of 
puberty. If they are called into activity and take precedence at an earlier 
age, the vital forces are turned away from the proper channels for devel- 
opment of the body, and the growth is checked, and weakness and a ces- 
sation of bodily development result. For physiological reasons, therefore, 
these faculties should not havo predominant control, until that age. 

But (here is an important part of early education which may properly bo 
regarded as moral training, becauso it is preparatory to this. First, the 
teacher should give early attention to instruction in the manner, postures, 
language, and musical tones, which constitute tho outward, objective 
forms of Spiritual religion, and these should be the earliest means used 
for directing the attention to religion. Theso forms do not constitute re- 
ligion ; but they will make the children graceful in their mien, and imbue 
them with a respect, in outward relations, towards religious teachings, and 
towards teachers, parents, and all persons who are appointed to govern. 
Scco7id, tho teacher should seek, by a right development of the Propensi- 
ties, and by exercising the vital forces in the InteHect or in bodily exer- 
tion, to train the child in right habits and in innocent activities, and to 
predispose tho mind to virtue ; remembering, however, that the motives 
in a child's mind upon which the teacher must mainly rely are selfish 
motives; personal attachment, Fear, Self-Esteem, the Love of praise or 
rewards, and the like ; and that consoious, indwelling virtue is not at- 
tained until the ago at which the ohild is prepared to take responsibility 
upon himself. 

The ordinary methods of religious instruction fail of general success, 
because of not recognizing these facts. Children are required to fast, and 
to conform to spiritual exercises, and are sometimes stimulated to prema- 
ture experiences of moral sentiment, although the ordained necessity, even 
in the fallen state of man, requires the period between infancy and puberty 
for bodily growth, and for tho development and regulation of the Propen- 
sities, and, through them, of the Intellectual faculties, as preparatory to 
the awakening of the Spiritual disposition. It is not strange, after such 
forced training, that when the age of religious development arrives, reli- 
gion appears to the young man as a thing of trouble and constraint; and 
he avoids it, and, when too hardly pressed, cherishes dislike towards it, 
instead of seeking and attaining the power of a divine life, in which alone 
the true harmony and energy of man's nature will ever be developed. 

Children may be taught, intellectually, the forms of religion by means of 
Catechisms, Bible records and Scriptural truths, but their Spiritual facul- 
ties being usually dormant, until after the age of puberty, they cannot 
readily be taught to realize fully their Spiritual nature. In the language 
of the Scriptures, they "must be born again ;" and this results from the 
natural fallen state of man. 

When the child becomes self-conscious, and realizes that there is a 
Grod, and that He is the highest of all -and at a more matured period, 



OF EDUCATION. 155 



Value of religious Teaching. Moral Faculties trained by Spirituully-minded teachers only. 



when the inward Spiritiual consciousness is specially awakened by the 
influence of the Holy Ghost, through the instrumentality of the faculties 
of Godliness, which are the centre of the Spiritual group, then he will 
begin to show a proper regard to all things, haviug been trained to re- 
spect the exterior order and conditions through and by which the Spirit 
of God is manifested. The objective form of religious teaching which is 
established in the world as a preparation for religion, is infinitely more 
important than those other necessary pantomimic exercises, such as calis- 
thenics, which give expression only to physical and sensuous ideas. 

The true science of the mind, as well as Divine Revelation, teach that 
there is a universal necessity in man's nature, (which all experience con- 
firms,) for a change from activity and consciousness in the physical and 
Intellectual part alone, to activity and consciousness in the Spiritual part 
also. This change is what Christ described to Nicodemus as being born 
again. The power to know God, .as He is revealed by the Holy Ghost, is 
exercised through the Spiritual Faculties, and to know Him properly, they 
should stand in the order marked upon the bust:— 1. Godliness; 2. 
Brotherly-Kindness ; 3. Steadfastness ; 4. Righteousness ; 5. Hopeful- 
ness ; 6. Spiritual Insight ; 7. Aptitude. This should never be lost 
sight of by teacher or pupil. But this truth, however clearly it might 
be stated, will be of little avail to the reader, unless realized in his inward 
consciousness. The Intellect can only objectively comprehend it. A 
description in words, of a good dinner, will not feed a hungry man ; and 
a statement of the true order and life of the Spiritual Faculties cannot 
satisfy the hungry and thirsty soul, in those qualities of the Spirit spoken 
of above. 

13. How to be Trained ? 

The moral faculties, being identical as above explained, with the Spirit- 
ual Faculties, can be trained only by those teachers who are influenced by 
the Holy Ghost and whose Spiritual Faculties become predominant in ac- 
tivity through His power. As a teacher cannot train the Intellect, with- 
out realizing, objectively, the facts which he logically knows, so he can- 
not train the Spiritual Faculties in truths, which he does not himself sub- 
jectively and spiritually know. The inward consciousness bears the same 
relation to moral training, that external facts do to Intellectual training. 

Intellectual things are practically and really understood only objectively 
and logically, and Spiritual things are realized only subjectively, by the 
instrumentality of the Holy Spirit. The science of mind will elucidate 
and define the distinction and the limits between these two regions of the 
xnind. 

In all effort for moral influence upon others, the teacher must himself 
possess the spirit which he would inculcate. The Intellect may make 
disquisitions upon moral and spiritual subjects ; and remotely, by the 
logical presentation of divine truth, may awaken activity of the Spiritual 



156 SCIENTIFIC BASIS 



Importance of Spiritual Truths to the Teacher. The Beatitude*, 

Faculties in others ; but it cannot directly reprodueo in others, that in- 
ward, conscious realization which belongs to ihe teaching of the Spiritual 
Faculties. Hence result the indifference and coldness prevalent on the 
most important topics of our instruction in this life. 

The Intellect may be taught the organic existence of the faculties of 
Godlienss and the other Spiritual Faculties, hut the true and proper un- 
derstanding of this group can only be gained by the possession of activity 
in them, which is given 1>3 T the Holy Ghost. The Intellect cannot have a 
realizing sense of Spiritual things, any more than the ears can see, or the 
eyes can hear. 

The teacher can only acquire the self-kuowledgo which he needs, by 
adding to the objective study of the mind, that Spiritual Wisdom which 
ihollolv Spirit offers to all who will seek it. 

The Propensities cannot give us knowledge of ourselves. The passions 
can try only the passions. The Intellect cannot do so, it can only analyze 
the consciousness which is exercised by the faculties, and perceive and 
compare the objective forms of manifestations. This it can do both of 
the Animal and Social part and of itself, and of the Spirit, according to 
the law of each and the condition of organization ; thus it may assist and 
describe the results of self-examination, but it has no Spiritual conscious- 
ness and cannot institute it. A true knowledge of ourselves is instituted 
bv the Holy Spirit in the consciousness of the Spiritual fact subjectively, 
the Intellect may give only an objective knowledge of organization, and 
this is Phrenology. 

The truths of Spiritual life, therefore, are of the first importance to the 
readier. 



Spiritual Life.— The objective physical facts of man's organization 
explain and corroborate the principles of the Gospel of Christ, and all 
the teachings of Scripture respecting man's moral nature. 

Those mental states and dispositions which Christ pronounced blessed, 
are those which come, either from the predominance of what we have 
delineated as the Spiritual Faculties, or from that disappointment of the 
Propensities which is often the necessary condition of the latter being 
brought into subordination, by the Holy Ghost awakening the conscious- 
ness of the soul into the Spiritual Faculties. The poor in spirit, the 
meek, those that hunger and thirst after righteousness, the merciful, 
the pure of heart, the peace-makers, — all these types of character are, 
in mental analysis, found to be characterized by predominant activity iu 
the seven-fold Spiritual gifts. The poor, the mourning, ihe hungry, the 
weeping, the persecuted, — all these are found to be characterised by 
that deprivation of the immediate gratification of the Propensities, which, 
we have seen, is verv commonly the physiological condition of the 
awakening of the Spiritual Faculties, when the Propensities have long 



OF EDUCATION. 157 



Natural Manipulations of the Propensities. 



been uncontrolled. They who are fitly described as the full, the rich, 
they that Laugh, and they of whom men epeak well, are the type of 
those in whom the Propensities, Social and Animal predominate, judi- 
ciously ruling the Intellect and superseding the Spiritual Faculties. 

The things which our Lord and Saviour Jesus Christ reproved, are 
those which are the common manifestations of the Propensities, when 
they are not energized, regulated and illumined by the Holy Ghost, 
through Godliness, Brotherly-Kindness, Righteousness, and the other 
faculties of the Spiritual Group. Anger without a cause, which Christ 
declared to bo under condemnation equally with murder, comes from the 
same faculties whence murder proceeds, viz : — Combativeness and De- 
structiveness. That lust of the eye, which he pronounced essentially 
the same as adultery, is the manifestation, through the sensuous organs of 
sight and touch, of the activity of the same faculty of Amativeness, which 
gives rise to adulteries. 

Not only the falsification of oaths, but swearing and evil speech, come 
from the Propensities, through the sensuous organ of Language, acting 
without restraint either by the higher Propensities or the awakened Spirit- 
ual Faculties, therefore the Scriptures declare this disposition to be set on 
fire of hell. The desire for revenge, an eye for eye, and a tooth for a tooth, 
the resisting of evil, the withholding benevolence, the not doing to others as 
we would that they should do to us, the hatred of enemies, — all these are 
the natural manifestations of the Propensities asserting themselves, in 
various combinations, and with the aid of the Intellect. 

Love to them who love us, and lending to those of whom we hope to 
receive, — these dispositions, although accounted as virtues, are only the 
virtues of the Propensities ; and however useful and desirable these dis- 
positions are, as compared with some other manifestations of the Propen- 
sities, they appear, by the analysis of the mind, to be, as our Lord de- 
scribed them, essentially selfish, and wholly different in respect to their 
relation to other faculties, from that Divine Love which he manifested, 
which we see l'esides in the faculty of Brotherly-Kindness, and which 
he taught we must possess if we would be the children of our Father 
which is in Heaven. 

Doing alms before men, and praying and fasting in public places to be 
seen of them, are the promptings of Approbativeness, not of Brotherly- 
Kindness and Godliness. Laboring to lay up treasure upon earth rather 
than in heaven, choosing the service of Mammon rather than that of 
God, and being filled with care for the things of this life, are the activities 
of Acquisitiveness, Secretiveness and Cautiousness, predominating over 
Steadfastness and Righteousness. While upon the other hand, seeking 
first the kingdom of God and his righteousness, and trusting in Him that 
all these things shall be added, is the characteristic manifestation of the 
predominance of Godliness, Steadfastness, Righteousness and Hopeful- 
ness, under the influence of the Holy Ghost. 



358 SCIENTIFIC BASIS 



Manifestations of Spiritual Faoultiei ; of the Intellect when ruled by the Propensities. 

The disposition to forgive and to judge not. la the activity of the Spir- 
itual FaouHies led by Brotherly-Kindness; while it is Self-Esteem, or a 
selfish will centralized in the Propensities, that oauaes ua not to see the 
beam in our own eye while beholding the mote In .1 brother's eye. 

To ask, to seek, to knock, in the belief that our Father which is in 
heaven will give good things, and even the Holy Spirit, to them that ask 
Him, is the exercise of the Spiritual Faculties led by Godliness. 

To enable us to beware of false prophets, to know men by their 
fruits, and to diseeru between the good and evil treasure of men's 
hearts, is the function of the faculties of Spiritual Insight and Right- 
eousness. 

To hear the truth and do it not, is the state in which the Propen- 
sities refuse to yield to the Spiritual Faculties, and the restraining and 
executive faculties, instead of becoming the servants of the Spiritual 
Group, overrule them, and carry out the behests of the Social and Animal 
nature. 

When these things are said to be hid from the wise and prudent, and 
revealed unto babes, we see, by referring to the actual organization of 
man, the physical, objective conditions of this blindness of the Spiritual 
Faculties, arising from the predominance of an Intellect ruled by the 
Propensities, in consequence of the fall of man. All the evil things 
which Come from within and defile the man — evil thoughts, adulteries, 
fornications, murders, thefts, false witness, eovetousness, wickedness, 
deceit, laseiviousness. an evil eye, blasphemy, pride, foolishness, — are 
the manifestations o( the Propensities and the Intellect, when the Spirit- 
ual Faculties are not in control. 

Not only in the didactic teachings of our Saviour, but in His personal 
intercourse with the disciples and with men at large, the things which He 
reproved were the manifestations of predominant Propensities, and those 
which He commended and rewarded with blessings, were the result of 
activity of the Spiritual Faculties. 

When, to the inquiry, — " Whom say ye that I am '"—Peter answered 
— "Thou are the Christ, the Son of the living Cod," — He replied — 
" Blessed art thou." * * * " for flesh and blood hath not revealed it 
unto thee, but My Father which is in Heaven :" and upon this rock, — the 
inward conscious revelation of God by the indwelling of the Holy Spirit 
in the hearts of men. — He declared He would build His Church. 

"When Peter began to remonstrate with Him for His willingness to go 
to Jerusalem, to suffer death for men. He rebuked the disoiple in whom 
thus, the Social affections were asserting predominance over Brotherly- 
Kindness and Steadfastness, saying. " thou savorest not the things that 
be of God, but those that be oi men.*' And calling the people together, 
He said to them. " If any man will come after me. let him deny himself;" 
nddiug that those who should be ashamed o{ Him and His words, in that 
©vil generation, should be rejected in the judgment. The fear and shame 



OF EDUCATION. 

It« definition. 




Pro P e„ si t y , ,»,, iol , le'd them to f„ Uow H "" L He badf S? ? ° f " 
for the meet which perisheth, bat for tl ,l , , L ' abor not 

* life, which He Lm #. ,L :;,: ™ :;t unto r r,Mt - 

And when He predicted His rejection and suffering hv A, f 
He attrib ut ed it to the fact that Jen were ^^^J 

ess* marrying and givins io marria ^ »* ** S3 

Faith, which is the generic name given by the Scriptures to the child 
hke reliance and receptivity which characterize the mind when the pat 
sionsare reduced and the Spiritual Faculties predominate, He alway 8 
treated as the condition of spiritual and miraculous power ; and HeTe 
elared that all things are possible to him that believeth. The inabi, 7 f 
the disciples to work the miracle they attempted, He attributed tn th 
want of this faith, and declared the necessity for prayer aid JX *' 
The dispute as to which of them should be greatest, and the request on 
behalf of two, that they should be permitted to sit on His right 'and left 
hand, in His kingdom, disclose the activity of Social Propensities His 
reply that he who should humble himself as a little child should bo the 
greatest, that whosoever would be great among them should be their min 

1Ste1 '' eVe " aS H ° CamG ' DOt f ° bG ministered »»to, but to minister, and to 
give Hie ife a ransom for many-shows us the subordination in which all 
the Social facult.es must be kept to the faculty of Brotherly-Kindness 
in its proper order after Godliness, in the Spiritual Group 

The condition of inheriting eternal life, is to «• love the Lord thy God 
with al thy heart, and with all thy soul, and with all thy strength, and 
with all thy mind, and thy neighbor as thyself." 

When the rich young ruler, who asked what he should do "to inherit 
eternal hfe, said that he had kept all the commandments from his youth 
np— Christ put the test of the complete subordination of the Propensities 
to the Spiritual Faculties, by calling him for a disciple, and bidding him 
to sell all that he had and give to the poor, and take up his cross and fol- 
Him. The young man went away sorrowful, for he had great posses- 
sions Upon which Jesus said to his disciples : - How hard it is for them 
which trust in riches to enter into the kingdom of God." Where a man 
has great wealth, the disposition to hold and hoard it, and to trust in it 
comes from the predominance of the Intellectual Faculty of Acquisitive ' 
ness, and all the restraining faculties led by Secretirenees and Cautious- 
ness ; and if the Propensities predominate in the mind, and are led by 



1GD SCIENTIFIC BASIS 



Teatl cil the predominance of Spiritual Faculties. Propensities to be under Spiritual Guidance 

these faoulties of Cautiousness and Seoretiveness, with Self-Esteem, the 
peouliar exeroise of the latter gives grout pertinacity to the worldly spirit. 

The widow whom Christ commended beoause she cast into the treasury 
two mites, whioh were till that she had, indicated hy that act a more com- 
plete subordination of the Propensities to the Spiritual life than the rich, 
who of their abundance cast in much. 

The tests, which Ho describes as those by which human conduct is to 
be judged in the last day, are those whioh depend on the predominance of 
Godliness and Brotherly-Kindness. Feeding the hungry, receiving the 
stranger, clothing the naked, visiting the sick and the prisoner — these 
acts towards the least of our follow creatures is accepted by God the 
judge, as done to Himself. 

The formal observance of religious ceremonies by those who omit the 
weightier matters of the law, judgment, mercy and faith, the desire of 
chief seats and public greetiugs, the laying of burdens upon others which 
one will not himself bear — these are all manifestations of the Propensities, 
led by Approbativenoss and Self-Esteem, and ruling the mind. 

The disciples who asked Him to call down fire from heaven to revenge 
the inhospitality of the villagers, the persons " which trusted in themselves 
that they were righteous and despised others," the money changers and 
traffickers whom He cast out of the temple, all these are instances of 
hearts ruled by the Propensities. 

All the things which He inculcated upon His disciples, in His last con- 
versation with them before his death, are comprised in the predominance 
of the Spiritual Faculties. The humility He taught by the example of 
washing of feet ; the new commandment that they love one another ; the 
prayer for Peter tiiat his faith fail not ; the calming of their trouble and fear 
by appealing to Faith and Hope ; instructing them to abide in Him and to 
keep His commandments; all these consist in the predominant exercise of 
the Spiritual Croup. 

To guard against misapprehension, we should distinctly observe that 
Christ does not teach asceticism. He teaches that the Propensities must 
be under the Spiritual guidance, not that they are to be suppressed. He 
does not teach that the exercise of the Propensities is sinful: on the con- 
trary he promises their gratification to those in whom the Spiritual fac- 
ulties predominates. " Seek ye first the Kingdom, and all these things 
shall be added onto you."' It is the complete and perfect subordina- 
tion of the Propensities and the Intellect to Faith, that is necessary ; and 
under this subordination, both the Intellect and the Propensities are to 
tively exercised, and are to find their true and highest gratification. 

Christ, taught, too, that the restraining faculties of the Propensil 

less and Cautiousness, duly subordinated to the Spiritual 
Faculties, should be exercised for proper restraint upon the activities of 
the other Propensities, "Be ye wise as Serpents;" "Take ye heed, 
watch and pray ; " and what 1 s.iy unto you I say unto all. Watch ;"' 



OF EDUCATION. mi 



Selfabaacment. Principle! cstabliBhed by Holy Scriptures. 



" aud take heed to yourselves lest at any time your hearts bo overcharged 
with surfeiting and drunkenness, and cares of this life." And at another 
time he said to Peter, after he had predicted his denial, " Watch and 
pray that ye enter not into temptation, the spirit indeed is willing hut the 
flesh is weak." 

To be wise as a serpent and harmless as a dove, the mind must, pusses., 
that watchful prudence which comes from activity among the Propensi- 
ties, of Secretiveness and Cautiousness; but while these faculties lead in 
the lower part of the brain, the Spiritual Group, Godliness preceding all, 
must predominate over them and all the rest ; and thus Godliness gives 
the meekness and harmlessness of the dove, while Secretiveness gives the 
watchful spirit of the mind. Thus it becomes the mind to be watchful 
and meek. 

Self-abasement results from self-examination. Conscious self-examina- 
tion acts with reference to the external and internal experience of sensuous 
life ; hence the utter inability of the mind, unaided, to sustain itself in the 
belief of a future state by reason of the diversified changes of all its con- 
ditions from the beginning of life to its close. 

Self-abasement, uninfluenced by the Holy Ghost, by reason of its meek 
and passive conditions, can only produce a state of utter hopelessness, 
even when aided by all the knowledge attainable by Intellectual facts, and 
all that physical nature furnishes in sensuous, material conscious evidence, 
together with the sentimental dependence, which the moral attributes im- 
part. Hence, to possess an unfailing support in our present state of ex- 
istence, and one which will bear us safely into that future which our con- 
sciousness realizes, God's Holy Spirit mdst be possessed ; and this Spirit 
alone can be the life of the soul. The spirit when thus possessed mani- 
fests itself phenomenally through the physical organization. 

The whole teaching of Scripture sustains and enforces these general 
principles, that mankind are naturally under the predominant control of 
the Propensities and the Sensuous faculties of the Intellect, and that this 
state is the carnal heart, whioh does not know God ; that eternal life is to 
know God, which is through the predominance of the Spiritual Faculties, 
by the manifestation of Christ and the instrumentality of the Holy Spirit ; 
that there may bo a proper activity of special Faculties in the Propensi- 
ties, giving morality of external conduct in certain respects, even where 
the Spiritual Faculties are subordinated, but that such morality is, in its 
nature and origin, of the flesh, and that, to bring' the soul' into the truo 
relation to God, the whole of the Propensities must be subordinated by the 
Holy Spirit, the man being thus changed, quickened, regenerated. 

J4. What other Considerations have Reference to this Point in Such a 
General Summary as the Above ? 

The third general law which should form a controlling principle in edu- 
cation, is manifested in the Meditative and Iutuitive, Spiritual Faculties. 

21 



res SCIENTIFIC BASIS 

Dp. Spurzheim's Classification. 



Here wo must assume, for a correct understanding of this subject, anew 
nomenclature for the faculties of this region. Dr. Spurzheim undertook 
to give b general classification of the faculties, and the general laws 
governing them. Ho divided all the functions of man which take place 
with consciousness into two orders, designating them the Affective, and 
Intellectual Faculties. The Affective Faculties he subdivided into Pro- 
pensities, or those powers which produce only desires, inclinations, or 
instincts ; and sentiments, which have something superadded to inclina- 
tion. The Intellectual Faculties, ho subdivided into the Perceptive 
Faculties, including the functions of the external senses and voluntary 
motion, -those faculties which make man acquainted with ^external 
objects and their physical qualities. — and the functions connected with 
tin 1 knowledge of relation between objects, or their qualities ; and the 
IvYtUotivo Faculties, which include all those which act on other sen- 
sations and notions. The following is Dr. Spurheiin's exact classsifi- 
c at ion : 

AFFECTIVE EACULTIES, OR FEELINGS- 

I. PROPENSITIES. 

* Desire to Wve. * Alimentiveness. 

1. IVstruetiveness. 2. Amativeness. 

;>. Philoprogenitiveness. 4. Adhesiveness. 

5. lnhabitiveness. 6. Combativeness. 

7. Secretiveness. 8. Acquisitiveness. 

9. Constructiveness. 

II. SENTIMENTS. 

10. Cautiousness. 11. Approbativeness 
12. Self-Esteem. 13. Benevolence. 

11. Reverence. 15. Firmness. 

16. Conscientiousness. 17. Hope, 

is. Marveloasness. lib Ideality. 

26. Mirthfulness. 21. Imitation. 

INTELLECTUAL FACULTIES. 

I. FEBCEFTIVE, 

22. Individuality. 23. Configuration. 

24. Size. 25. Weight or Resistance. 

26. Coloring. 27. Locality. 

48. Order. 29. Calculation. 

oO. Eventuality. 31. Time. 

32. Tune. 33> Lang Q 
II. REFLECTIVE. 

U ^-~.T->:-.?on. Sfc Causality. 



OF EDUCATION. 1GS 



Defects of Clarification. Error n» to nature oi Spiritual Faculties " Blind Sentiment*. 1 



In this classification Dr. Spurzheim has disregarded some of the most 
important phenomenal aspects of the mind, constructing a theory from his 
own peculiar point of view and and according to his own mental organiza- 
tion ; and, although his theory conforms to Phrenology, abstractly con- 
sidered, it does not embrace all the facts exhibited in the structure and 
activities of the mind, and in the history of the mental life of mankind. 
A true classification must be based upon a consideration of the whole 
mental organization and all the phenomena of mental life. The history of 
religion must be considered, as well as the course of Intellectual develop- 
ment ; and the Spiritual Faculties must be examined, not alone by the 
Intellect, which can only observe their structural order and their pheno- 
menal aspect, but also by the inward consciousness of the Spiritual Fac- 
ulties themselves, by which their true relations can bo subjectively real- 
ized when influenced and orderly exercised by the power of the Holy 
Ghost. 

But Dr. Spurzheim did not properly recognize the new birth, which tho 
religion of Christ Jesus has shown to be of more importance, in the devel- 
opment of man, even than the natural birth. Hence, he was led to form a 
classification of the faculties by an Intellectual process — a classification 
which rested upon and expressed his logical and philosophic idea of their 
nature and action, instead of corresponding truly to the actual grouping 
under which they exist, and which has been pointed out previously. He 
was, in some measure, compelled by his own consciousness, to recognize 
and assent to the Spiritual laws to which man is subject, and conform his 
statements to the natural laws of morality. But his classification and 
nomenclature fail to present adequately the great and fundamental doc- 
trine of the subordination of the facii'lties of man to the spiritual influence 
of the Spiritual group. This defect in his view, neoessarily, threw the 
whole subject into the abyss of polemic discussion ; for his philosophy 
violated tho consoiousness of men, who, not being able to discern the de- 
fect, and correct it, could not receive the view presented by him as a cor- 
rect statement of the facts of our organization. 

From knowledge acquired through tho Intellectual faculties alone, be 
was enabled to discriminate between a Spiritually-minded and a purely 
Intellectual man. But, as he regarded all Spiritual manifestations as 
chimerical or visionary, destitute of logical foundation or practical demon- 
stration, he asserted, that the world had been subjugated by Priestcraft, 
fanaticism, and superstition. Whilst he was forced to acknowledge the 
existence of the Spiritual faculties, which he denominated " Blind Senti- 
ments." attributing to them in, common with other organs, form, dimen- 
sion, location and also negative moral powers, yet being destitute of the 
spirits illuminating grace, was incapable of portraying the reflecting, el- 
evating and restraining influence they exert over I heir possessor, when 
enlightened and controlled by tho power of the Holy Ghost. He gave 
them a description based upon the processes of the Intellectual faculties 



]64 SCIENTIFIC BASIS 



Necessity of correct Nomenclature. True nature of Spiritual Faculties must be recognized. 

merely, and made them the arbitrary test in man's natui'al fallen state. 
Though the Intellect does take cognizance of their structural order and 
phenomenal aspect, yet no one, without the knowledge subjectively given 
by the teachings of the Holy Ghost, can delineate their powers and ca- 
pacities. Their true relations and influences must be experienced and re- 
alized, before an accurate and truthful representation can be given. 

It is of the utmost importance to the suceess of all educational pro- 
cesses, that wo have, at the outset a correct nomenclature — an accurate 
name for each faculty. This, in the present stage of our knowledge of 
the mind, is a task of too much importance and difficulty to be treated in 
a series of brief letters like these. I am obliged to leave this task to 
others, accepting and using for the present, the names suggested by Drs. 
Gall and Spurzhoim, for the faculties of the Animal and Intellectual 
groups ; arranging them, however, under a proper and definite classifica- 
tion in groups. My care and attention have more especially been drawn 
to the faculties of the Spiritual group, and to the necessity of framing a 
more expressive and accurate nomenclature for them, than has heretofore 
been in use among Phrenologists. It has seemed to me to be especially 
necessary, before I could begin to make clear tho errors of Phrenologists, 
in the description they have attempted to give of the grouping of the fac- 
ulties, that I should give a nomenclature of the Spiritual Faculties expres- 
sive of their nature and existence, which Phrenologists have not under- 
stood. Instead of perceiving the fact that the faculties exist in three 
groups, which in their proper order and individualized operations are inde- 
pendent each of the other, just as tho senses are independent, though 
their operations coalesce with each other, they have treated them by In- 
tellectual discrimination merely ; and thus have been misled, by a mere 
objective philosophy, to follow an arrangement of classes which, though as 
far as it goes is substantial, is yet artifical. 

If Dr. Spurzheim had lived long enough to carry out his anatomical 
investigations by pathological proof, and had rightly regarded the history 
of man in his civilized and christianized state, he would have been forced 
to modify his classification, by recognizing the Spiritual Faculties (which 
ho termed blind), as being the proper ones to lead and direct. Instead of 
dealing with the abstract and artistio relations merely, it is necessary to 
review the history of mankind ; and to adopt a proper classification to 
present the phenomenal life of the Spiritual nature, in aocordanoe with 
that history. It will be acknowledged by all, that history shows that the 
Spiritual Faculties have had the supreme control. The influence of reli- 
gious opinions and feelings has been permanent - , all else has been vari- 
able and fleeting. Yet this fact has never been sufficiently recognized by 
those who have treated of mental science. 

Religion, as now properly understood, subsists in intellectual opera- 
tions, and is made to depend upon logical deductions. Too often the 
heart, that is the Meditative and Intuitive functions of the Spiritual Fao- 



OF EDUCATION. J6 5 



Popular Religion merely Intellectual. Dra. G.,11 and gpurzheim Fo unders of Phrenlogy. ~ 

ullies, is not affected or sought to be affected. This is the great obsta- 
cle to the increase of true Vital Piety in the world. While our Colleges 
and Seminaries of Learning are thus confined lurgely to teaching Relig- 
ion by ihe Intellect alone, their classes will abound in Spiritual ignorance 
and indifference, if not in infidelity. Whilst the theory of religion, the 
existence of God -his creative power— his superintending control is 
recognized and acknowledged chiefly as but legitimate deductions of 
mental operations-the heart remains unaffected ; and that realizing ap- 
preciative feeling of God's tender mercy and loving-kindness, and corre- 
sponding gratitude on the part of the creatures of his bounty and the 
objects of his care may never be felt, or if felt, the proper manifestation 
and expression may be suppressed by intellectual dissent from the dog- 
matic form of the deductions. 

Therefore it is of the utmost importance that we individualize this 
group of faculties, and locate each of them accurately, and that we cor- 
rectly understand their relations to one another, and to each of the other 
groups, ihe Intellectual and Animal, and apply to tbem a nomenclature 
which expresses these facts. I have therefore resorted to the Holy Bible, 
as the sole guide by which the true nomenclature of the Spiritual group 
and its order is made manifest. 

These are sufficient reasons for assuming a nomenclature, such as is 
marked upon the bust ; which is framed especially as a Scriptural and 
Christian nomenclature adapted to express the order and nature of the 
Spiritual Faculties. 

It is to the systems propounded by Drs. Gall and Spurheim, that we are 
indebted for the foundation of Phrenology, the one presenting the signi- 
ficance of peculiar prominences in the general conformation of the whole 
brain, and the other defining and delineating in detail the special organs, 
without giving the special form sufficient significance. In these letters 
I have endeavored briefly to delineate the grouping of the faculties, and 
the independent yet associated action of the groups, recognizing, too, 
the influence of the Holy Spirit through the Spiritual group. I have also 
attempted to show how the brain, as an organ, depends for its quality, and 
to some extent for its activity, from infancy to manhood, upon the con- 
stituent elements of the three vital functions, by which, respectively, it 
receives more warmth, more plasticity or ductility, or more support from 
the substantial physiologic means by which it is sustained. The reader 
who is familiar with the points controverted between Gail and Spurheim, 
will see how far these differences are solved by the view presented in my 
classification. 

Those who commence to make Phrenological observations should first 
look at man as a whole, and notice the general form of the body, to see 
how the four temperaments exist in their general quantitative relations 
to each other. This practical instruction, after a certain number of 
observations are made, will enable the observer to see readily, in a given 



MS SCIENTIFIC BASIS 



Harmootoua action "' Brain, Stomanh, Lungt »«<1 Liver important, Spiritual Faculties, 
person, which functions of* the system predominate, in respect to quantity 

nml structural order, ami what the relative influence of the brain, 
stomach, lungs, and liver, is in the organisation; und thus to understand 
tho physiological conditions to which the mental action is subordinated. 
Kadi o( these t'unctious, it should be remembered, is associated with an 
auxiliary apparatus, constituting a complete system which requires to be 
independently considered. Each of the four leading functions, the brain, 
stomach, Lungs, and liver, may work either harmoniously OX inharmoni- 
onsly with the associated organs with which it is thus connected. To 
receive the highest development of human character, and to attain the 
end for which man was created, it is needful that each of tho functions 
should be in just, proportion, in size and activity, and have the same in- 
fluence to the others. The brain should be properly related to the 
organs of special sense, so that sensuous life may be acute ; the lungs 
should have the glottis, chest, und other parts of the respiratory appara- 
tus with which they are associated, sufficiently developed, and structurally 
fitted to inhale the atmosphere necessary for the performance of their 
functions ; the glands and ganglions should be in the right proportion, in 
size, to the stomaoh, and organs o( nutrition, and properly expressed in 
form, giving symmetry to the whole structure of tho body; and the 
liver — which has chiefly a chemical function, and is active in furnishing 
a supply of life-giving liquids with tho proper gases, to the whole system, 
though it has also a characteristic organic force which the observer must 
not overlook— with its associated ducts, by which it performs its office of 
physiologic elimination, must be in due proportion to the other functions. 
It is to be remembered, however, that observation of size alone does not 
determine the tiiiantitdtire action of an organ, but activity must also be 
taken into view, not only with the liver, but with all the other functions; 
and. finally, that it is the brilliancy of expression, or halo of the tempera- 
mental combination which manifests the existence and power of the Spir- 
itual consciousness in its due predominance over the lower functions of 
the mind, which may express themselves merely ii< sensuous life. 

The faculties composing the Spiritual group occupy the top of tho 
bead, and their place is designated on the bust by the words, " Region of 
the Spiritual Faculties, Mrditatice and Intuitice." The Meditative 
Faculties, Steadfastness and Righteousness, are those which by in- 
ward conscious feeling of the right, make sentient the facts and truths 
already received into the Spiritual consciousness. They have a staid, 
natural restraining influence and character in the Spiritual group. If 
they predominate in this group, judgments will be given under restraint. 
If Godliness precedes their action, their influence will be prevenient, 
though onlv called out by necessity, when influenced by the power of the 
Holy Ghost 

These faculties give Wisdom as distinguished from Knowledge. A 
moral consciousness resident in these faculties is the mental condition of 



<)V EDUCATION. l67 

Influence of Intuitive racdUe.. Necesm.y for more thorough knowledge of the Min d~ 

the highest powers and phenomena of human life in the natural state 
these faculties of the brain forming the highest registering organism' 
including on the one hand, knowledge of Deity in outward manifeatationa 

by the faculty of Godliness, and on the other, the mental personality of 
the individual by the faculty of Self-Esteem and the Intellect, 

The Intuitive Faculties are Brotherly-Kindness, Aptitude, Spiritual 
Insight, and Hope. These are the faculties which receive truths through 
spiritual impartation, by mediate transmission from outward object* and 
phenomenal aspects manifesting themselves to the subject. When in- 
fluenced and directed by mere moral physical predominance of the organs 
of Godliness over the Meditative Faculties, Steadfastness and Righteoua- 
ness, they give the capacity for Invention, Painting, Music, Oratory, and 
the broader artistic powers of Architecture and Sculpture,— all the poetic 
and literary gifts and graces which pervade civilization ; in a word the 
mental form of genius. 

This knowledge of the mind affords the essential means of solving 
those problems which have so long tasked the intuitive and meditative 
mind. The existence of evil ; the sad and self-propagating disorders of 
human society ; the inefficiency of external and social measures of re- 
form ; the historic tendency of National institutions to decline and fall ; 
the fleeting nature of the civilizations of the past; and above all, the 
inefficiency of Christianity as now understood and received. 

To know only these great characteristic facts concerning the race fills 
the mind with portents of its uncertain fate. 

To understand these evils by a true analysis of the mind points out at 
once their causes, and the Divinely Given Power which is to be their cure. 
Not the least consideration, prompting my labors in this direction, has 
been the hope, that my researches may stimulate others to investigate 
the great laws which regulate and control mental and physical life, and 
that their investigations may result in the rapid advancement and univer- 
sal acceptation of sciences second to none in importance. 

The diversity of mental manifestation leads us to conclude that every 
fibre entering into the composition of each distinctive convolution of the 
brain possesses a special operation. When the mind is more thoroughly 
illuminated, and its capacities sufficiently enlarged for more comprehen- 
sive and searching investigations, startling through well-ascertained dis- 
coveries of organs and functions— whose existence is now merely conjec- 
tural—will reward the searcher after truth. New and striking interest 
marks every progressive step. Especially to the Christian Philosopher 
is the field inviting, for, as these great laws are more thoroughly under- 
stood and practically applied, will the Spiritual not less than the temporal 
interests of mankind bo promoted. 

Respectfully yours, 

JOHN HECKER. 



APPENDIX. 



THE WILL. 

As there are voluntary actions which take place without Consciousness, 
there is also Sensation without Consciousness. If we use the word, therefore, 
in the broadest sense, to include the cause of all voluntary actions, whether con- 
scious or unconscious, and without reference to the distinction between these two 
classes of volitions, we should characterize the Will as the function of the motor 
tract in the ganglia at tho base of the brain. But in the more common signifi- 
cation, and the one more appropriate for our purpose, it connotes the Conscious- 
ness which takes place in tho case of volitions which are preceded by and ade- 
, pendent on cerebral activity. 

Metaphysicians, not considering the physiologic conditions of mental life, have 
not been able to agree upon the definition of tho Will, some asserting that it was 
nothing more than desire, or as some have more nearly expressed it, the desire 
which is strongest at the time, thus describing only its mental character; while 
others have asserted that it is a distinct power or energy, not to be confounded 
with desire, thus describing only the physiologic element by contradistinguishing 
it from the mental. 

Physiology enables us to define the Will more accurately as the cerebral deter- 
mination of the activity of the motor tract. Any activity of the faculties con- 
trolling or attempting to control the bodily organism is an act of the Will. 

It its mental aspect tho Will has been well described as "the central point of 

the Consciousness." The mental quality of any volition is defined in the ( ibinu- 

tiou of faculties which unite in the act, and the peculiar character of those which 
are strongest in the combination. 

When thus analyzed and organically explained, tho Will gives the true constH- 
*ent elements of the mental activity 

A 



i] APPENDIX. 

The Will of auy person, as distinguished from volitions, is the characteristic 
continuous phase of the successive conscious volitions. It is centralized in the 
habitual combination of tho most active faculties. 

Every act of couseious volition involves the expression of the three-fold phase of 
tho mind, as I have before described it; force by the Propensities, knowledge 
by the Intellect, and either a dominant control, or a servient moral intluence by 
the Spiritual nature. 

Tims if the faculties at tho base of the brain are large and active, the Will is 
characteristically sensuous. If the base of the brain is more contracted than the 
ranges of upper faculties tho Will is characteristically qualified by a stronger in- 
fusion of moral and esthetic qualities. If the faculties of Self-Esteem and Stead- 
fastness are large and active, the Will is characterized by a strong personality and 
inflexibility. 

Hut since the activity of the faculties depends, not only on organic and tempera- 
mental conditions, but also on external influences, the mental quality of the voli- 
tions depends in part upon the okcuuistaoces iu which the person is placed. At a 
time when the Will is centralized iu Acquisitiveness and Secretiveness, for in- 
stance, the approach of a friend may modify the Will by the infusion of a larger 
uiiliience of Approbativeness into the composite actiou of the faculties or may 
even supersede the predominance of the first named faculties, and cause tho Will 
to be immediately centralized in Adhesiveness and other social feelings. At the 
next moment, the appearance of a person in distress may modify the Will by ex- 
citing Benevolence (Brotherly-Kindness) to predominant action, giving a very dif- 
ferent volition, and next the approach of dauger may intervene and the Will be 
instantly centralized in Cautiousness or Fear. 

In this manner the mental phase of the Will varies constantly, the two condi- 
tions which determine the result being the organization of the individual and the 
surrounding external influences, either spiritual, or physical, or both. 

The perverseness of the Will consists in its dependence ou physical conditions 
instead of on Spiritual. 

In the fallen state of man the external influences to which he yields himself are 
the physical and sensuous conditions. When the higher consciousness is subordi- 
nately exercised and the mind consequently is morally disposed, then the higher 
moral and esthetic qualities lead to abstraction in the special consciousness of the 
individual, only in connection with those mentally disposed like himself. 

When man is born again, and the soul is awakened by the Holy Ghost, then 
only can the Will be centralized in God, this being the condition by which the 
truth is manifested in several persons, combined in the unity of the Spirit. 

The perceptive observation of the organization of a person will inform us of 
the organic predispositions or habitudes of the mind in respect to the predominance 
el" cither group, and the phase of the temperament informs us what is the sensi- 
bility to external physical influences, and what modifications of mental action the 
bodily system tends to produce. But all these Perceptive facts of physical mani- 
festation are seen to be superficial, when we regard the interior Spiritual condi- 
tions of the Truth. To discern human character, is a special gift of God. by the 
indwelling of the Holy Spirit, making the whole soul the instrument ot His influence. 
But God alone can foreknow human conduct because He alone, in whom all things 
mo>e and have their being, foreknows the influential forces He has ordained. 



APPENDIX. ill 

'Prom these facts respecting the physical conditions upon which the character 
of the Will depends, some persons ignoring the .Spiritual power of God, have in- 
ferred a doctrine of necessity or fatalism, holding that man is purely tho creature 
of circumstances, and hence denying moral responsibility. 

And so indeed ho would bo if he were merely tho creature that he is represented 
to be by those Physiologists and Phrenologists who have investigated tho physical 
laws of his being, ignoring tho Spiritual laws which I have discussed. When his 
life is that of the mere physical organization, ho acknowledges merely a sentimental 
responsibility. It is only when the Holy Ghost is shed abroad in his heart that he 
is made consciously responsible to God. When his heart is exercised by the in- 
dwelling of the Holy Spirit manifested through his Spiritual group of facu'lties, he 
abnegates self, and looks to that Spirit for all he has to will and to do, in accord- 
ance with his Spiritual and moral attributes. 

In truth, although a knowledge of the mind enables us to trace to their prede- 
termined causes a much larger class of mental phenomena, including those of the 
Will, than self-consciousness subjectively exercised, would lead ub to believe 
were so caused, yet the limited sphere in which the Will is free imposes a moat 
cogent personal responsibility. Tho supposed tendency of scientific Physiology to 
supersede the doctrine of moral responsibility results from its not being believed 
that there is a Divine Power vouchsafed to the aid of Man's Spiritual nature. 
The organization and physical surroundings of every man are such, that at times his 
Propensities are quiescent or passive and tho higher faculties for tho time not 
wholly obscured by passions. This state is the condition of moral responsibility 
in its lowest degree. The full measure of moral responsibility is brought upon us 
by Christ and His sacrifice. Without dwelling on this point, it must suffice meroly 
to say that this responsibility is single, individual, personal ; and that it is direct and 
immediate to God himself without intervention of priest or church. 

CONSCIOUSNESS. 

The term "Sensation," in the physiological sense, which is the most appropriate 
signifies a nervous phenomenon. " Consciousness" denot'38 a mental phenomenon. 
To a considerable degree, Consciousness depends upon Sensation. But, as was ex- 
plained in a previous letter, in which the physiological facts were traced in detail, 
Sensation may take place without inducing Consciousness. 

Metaphysicians defining Consciousness have regarded it as that state in which 
any faculty is exercised ; but they are not agreed as to what is a faculty, each 
presenting his theoretic analysis, without reference to the physical organization of 
the brain, by which alone we can individualize and define a faculty. Those affec- 
tions which they name as faculties, Memory, Judgment, Hope, and the like, are, in 
truth, the activity of several faculties,; so that it would be more correct to say that 
Consciousness is, commonly, if not always, the state in which two or more faculties 
are active. 

There has been a difference of opinion, however, as to whether Consciousness is 
not itself a distinct faculty. In truth, when the mind reflects.upon its own Con- 
sciousness, examining mental phenomena, the analytic faculties of the Intellect 
are exercised in the act, especially Individuality, or Eventuality and Time, or 
Causality and Comparison. It is from this introspective use of Intellectual facul- 
ties in examining the facts of Consciousness, that some persons have been led te 
regard Consciousness itself as an Intellectual faculty. 



APPENDIX 

Phrenology solves for us the controversies of metaphysics as to the principles to 
be dednoed from the facts of Consciousness, by showing that the character of Con- 
ies-, in any ease, depends on the character of the leading faculties which aro 
concerned in the mental processes in question. 

11 moe, notwithstanding it should be admitted that the testimony of Conscious- 
ness in respect to the mind is uniformly true, yet the phenomena thus ascertained 
will necessarily differ in different minds, according to the faculties which are most 
active in the mental process, and in which the Consciousness of the individual may, 
therefore, be said to be centralized. 

The Consciousness which is possessed by the mind in the natural, fallen state oi 
man is that which is awakened by sensation, directly or indirectly. It is not in 
the power of Sensation, which is physical in its origin and nature, to awaken the 
whole mind to its full Consciousness. It can only awaken fully those faculties that 
are dependent on it —namely, the Propensities and the Intellect ; and it influences 
the moral faculties, only indirectly by the sympathetic actiou of the Propensities 
and Intellect upon them, through their orgauic relations with each other, according 
to juxtaposition and predominance in size. Under this indirect influence, the 
moral faculties are not actively predominant ; but may rather be said to lend their 
tone to the faculties of the other groups. They are only blind sentiments, and if 
Cousciousuess can lie said to exist in them, it is not continuous, positive aud domi- 
nant, but occasional, passive and servient, 

The full power of Cousciousuess. that is the Consciousness of the whole mind, is 
only possessed when the soul is awakened by the Holy Spirit. It is the nature of 
the Spiritual Faculties, to respond, not to Sensation, but to Spiritual influence. 
God gives his Holy Spirit to quicken that which, by an apt figure, is said to be 
dead by nature. These faculties would always respond to this Divine influence 
• net that, by indulgence of the Propensities, the mind is engrossed in the 
faculties which are connected with Sensation. The Consciousness which is awa- 
kened by Sensation isspokeu of in Scripture as the natural heart.— the carnal mind. 
— the flesh. The Cousciousuess which is awakened by the Holy Spirit is designated 
the spiritual mind, the wisdom, — that is from above. 

The higher Consciousness that is thus possessed is superior to that degree or 
phase oi Consciousness which is awakened by Sensation. It includes the latter 
and it can even control and suspend Sensation. 

When our Consciousness is habitually centralized in these superior faculties by 
dependence on the Spirit of God, then, consciously. ■• iu Him we live and move 
and have our being," 

In the early period of life, and to a great degree throughout life, except in the 
case of persons of exclusively intellectual pursuits, aud the case ot strong Christian 
experience. Consciousness is centralized in the Propensities. 

Consciousness, when thus i sntraliued in the passions, is active, forceful and com- 
manding. One is not often uncertain as to the facts of Consciousness iu the Pro- 
pensities. These faculties are imperative : and if the mind examines its Conscious- 
ness in their exercise, the sense of liking or disliking is clear. 

Consciousness in the Intellectual faculties is analytic and synthetic. In adult 

life of educated persons, the Intellect and the Propensities art so much together, 

mmonly c mtralized in a combination of faculties, part 

of which are in each group. Wl. - ceutralized exclusively in 

goer Intellectual facul . i tBion of activity in the Pro- 



APPENDIX . v 

penalties is necessary for the time being. In proportion as the leading Intel- 
lectual faculties acting, are higher in range, this power of abstraction increases; 
and hence the person may become for the time unmindful of bodily desires or in- 
conveniences. 

Consciousness in the moral faculties, in the natural, fallen state of man, is dor 
mant and passive, not commanding. It if, as Dr. Spurzheim described these faculties, 
a blind sentiment. Even in the minds of persons trained under the influence of 
Christianity, and in whom the disposition of the other faculties is modified by the 
infusion of something of the tone of these, the only Consciousness which these 
faculties possess is still of this uncertain character, often persuasive, but not para- 
mount nor controlling, and commonly so vague and indeterminate, that in self- 
examination the mind is at a loss to know whether it possesses any Spiritual Con- 
sciousness or not. 

This is a very common phase even of Christian experience. A knowledge of 
the mind, will point the Christian to the physical and objective forms of the con- 
ditions which the Scriptures describe in spiritual language, as the basis of attain- 
ing this higher Consciousness. When the Spiritual faculties are fully awakened, 
and by watchfulness and prayer, the Propensities are held under due restraint, so 
that the predominance of the Spiritual faculties may be continuous, there is no 
longer vagueness and uncertainty in the Consciousness, but it is manifested, ac- 
cording to its own nature and by the witness of the Holy Spirit, as clearly and 
unmistakably as is Consciousness when centralized in the Propensities. 

The complete Consciousness which is possessed by the soul, which has submitted 
itself to the grace of God, cannot be described and illustrated more aptly for my 
purpose than it is in the delineation given by Saint Paul in his Epistlee, particu- 
larly the eighth chapter of Romans, and the second chapter of Galatians, and in 
external manifestation in his own conversion and his subsequent example. 

We cannot, however, expect that Christians will attain the degree of the Spiritual 
Consciousness which he describes, while they neglect to unite in the spirit and 
order which Christ ordained, and combine their gifts as members of one body, in 
that union, as St. Paul has explained in detail. 

Many theological teachers have confused themselves, and indirectly negatived 
the doctrine of the Holy Spirit, by confounding the processes of Intellection with 
the powers given by His influence. The Spiritual powers come from another source 
and for another object, than those of the Intellect ; and perceptive facts are not 
revealed by the Spirit, though He gives the power to know and use them. 

Neither Intellectual methods of preaching, nor appeals to the social or personal 
affections, can directly influence the heart toward God. The important function 
of these methods, is incidental and preparatory, to modify and disarm the opposi- 
tion of the Propensities and Intellect ; and they can only prepare the way, in the 
mind of the hearer. The utterance of Spiritual truth, in the demonstration of the 
Spirit and with power, is given only when the Consciousness of the preacher is cen- 
tralized in the Spiritual faculties, and his utterance is guided by the Holy Ghost. 

In this analysis of the mind, and in examining the Scriptures with regard to it, 
we see too the error of those who have assumed that the Holy Spirit inspires the 
exercise of intellectual or passional powers. The wisdom which He gives, through 
the Spiritual faculties, is not the analytic or synthetic knowledge of the Intellect, 
thought it uses this ; nor are the affections which he giveB the passional and sen- 
suous disposition of the Propensities, though these also are enlisted in service. 



vi APPENDIX 

The influence which lie gives is primarily, and iu its own nature, purely Spiritual, 
making Humility, Good Will, Judgment, and the other Intuitive and Meditative 
qualities the predominant leading phases of the character, by the conscious in- 
dwelling realization of the Spirit of God. 

This is what the delineations of Scripture teach, describing the Spirit as 
enabling its subjects to worship and to love, to wait and to hope, to foreshadow the 
future, and interpret the obscure, to learn the truth and sell it not. to be pure, to 
discern and to judge ; and by these powers fitting them to command and lead, not iu 
pride but in humility. 

In a state of barbarism, the Consciousness is ordinarily ceutvalized iu the sen- 
suous faculties at the base of the brain, aud chiefly in the Propensities; or, in 
other words, this is the part of the brain which is habitually exercised, and all the 
res! is more passive, being subject to the predominance of this lower range. 

In civilization without a pure Christianity, the Consciousness ordinarily resides 
chiefly in tho Propensities and Intellect, with such modifying influence as the 
blind sentiments of morality may give. 

Tho forms of organization are more varying under the influence of civilization, 
than in barbarism, and. hence, the resulting manifestations of character are more 
diversified, but still the same general limit of the Consciousness is observable. 

Consciousness in the higher Propensities and Intellectual faculties gives a 
worldly judgment and aptitude in the acquisition of wealth, the gratification of 
pride, the pursuits of ambition, the administration of jurisprudence, aud in the 
exeroise of the artistic and philosophic faculties, Ideality, Causality, and Com- 
parison. This characterizes the leading elements in the present state of American 
Society. 



SOCIAL ORGANIZATION. 

Iu what has beeu said, in the foregoing letters, I have delineated the mental 
analysis of spiritual life, so far as it can be examined in the individual alone, 
and in the aspects of the relative proportioual development and activity of the 
faculties of the individual; but, as we have seen iu one of these letters, the 
activity of the faculties, especially of those in the Spiritual Group, is very largely 
sympathetic dependent on the activity of other minds brought within mutual 
influence. The nature and extent of this susceptibility is one of the most obscure 
subjects in mental Philosophy, as at present usually taught : but the true science 
oi the mind will disclose it to us by elucidating the conditions on which it depends. 

The forms under which men are organized in society are. now. to a great ex- 
tent, controlled by minor considerations resting iu perceptive facts, and even what 
may be relatively called accidental circumstances. 

In the first place, there is a certain relation between the mental organization of 
man as an individual, and the social organization in which he should stand. The 
essentially different order oi the faculties iu man aud iu woman, especially in the 
faculties of the Social and Animal Group, marks the fact that neither is complete. 
as it were, without the other, and that the first step iu social organization is, as 
indicated by the first act of the Creator towards man. in this respect, — the giving 
him a help-meet. Husband aud wife, united, each find, so far as individual and 
domestic life is concerned, the complement of their owu characteristic nature sup- 
plied more or less appropriately in the other, and in the other alone. 






APPENDIX 

The irregularities prated by men in thin respect, since the creation of the 
nice, mark the grossness of the passions, if they predominate and rule the whole 

In the family, the opportunities for the development of the children and the 
characteristic result of their development are very largely affected by the 
number of the ehildren. If there bo but one or even two children in the family 
there is great tendency to special and unequal development, especially if they are 
both of one sex The faculties in the isolated child, which are originally predomi- 
nantby hereditary causes, will be continually exercised beyond their due pro- 
portior i, and the deficient faculties neglected, so that every thing tends to increase 
that wh.ch .s large enough or too large, and diminish that which needs growth 
find thus the angularity of the peculiar character is increased. A spoiled child is' 
one in whom the passions are not regulated, within the child, by contact with others. 
If, on the other hand, the family is very large, the necessary demands of the 
children divide the attention of the parents, and, if too large, will transcend the 
measure of attention which the mental organization of the parents is capable oi 
maintaining ; and hence it will usually be found that, in a family of more than 
ten children, some will be neglected. 

When men organize in society at largo, the forms vary with the objects to bo 
subserved. In general it may be f said that the existing communities are more 
aggregations of individuals, in forms which depend, in part, upon mental and 
temperamental affinities, but are rarely, if ever, based upon the true principles 
which a knowledge of mental organization establishes. 

The basis of Political Governments is in the necessity of the communities in which 
they exist, which will continue as long as the Propensities of men predominate 
When the Spiritual faculties predominate among men, then will be manifest the 
Kingdom of God. 

THE CHURCH. 

When our Lord established His Church on earth, He chose around Him twelvo 
men as an organization for the accomplishment of His divine purpose, thereby in- 
timating that this number should be the standard for all future associations whoso 
object was Spiritual edification. In the union of such a number, special inequali- 
ties of individual development, whether excessive or defectivo, would be har- 
monized. 

The seven faculties of the Spiritual group, with Godliness as the centre, and 
Brotherly-Kindness, Steadfastness and Righteousness in their proper order, with 
Hopefulness, Spiritual Insight and Aptitude, are self-adjusting aud compensatory. 
The gifts of the various Faculties are distributed as the particular excess or de- 
ficiency requires, thereby producing harmonious and effective action of the whole. 
The Propensities are essentially selfish in their nature, and the Intellect is cen- 
tralized, and regardful of the highest individual advancement and personal interest 
only, hence, any inequalities in their development will exhibit harsh and discordant 
manifestations, which they possess no inherent power to pacify or abate. On the 
other hand, in the awakened Spiritual Faculties originate all the Christian graces 
which Christ Himself manifested. They are wholly unselfish and conciliatory, re- 
flecting the divine essence, and manifesting, primarily, supreme love to God, and 
next, a warm sympathizing interest in the welfare of humanity. 



viii APPENDIX. 

But, in addition to the example set by our Lord, the facts of inoutal organization 
and ezperienoe would indicate that a number should bo chosen, sufficiently large 
to be efficient and forcible, and the number of the Spiritual Faculties should be 
our guide in the formation of such a body. The discernment which the Holy Spirit 
rives for direction, and Spiritual sympathy being absolutely essential for the har- 
monious and effective accomplishment of the object, a number should be discerned 
and chosen, in which the unity, power and efficiency of the Church will be ob- 
tained. 

Upon tliis point there are certain conditions of external facts in reference to the 
sympathetic activity of the Spiritual Faculties, which must be considered, as well 
as the subjective and individual conditions. 

God's chosen people of old, the Jews, were raised up as a nation, consisting of 
twelve tribes, and governed in their tribes, families, and households, by Himself, 
through the law given by Him, and administered by men inspired and guided by 
the Holy Ghost. This theocracy had its systematic organization; and the law 
which God gave through Moses was adapted to such au administration. 

The people, however, rejecting God, asked for a king ; aud although they wore 
warned that a king would make the people tributary to himself, aud would compel 
them to serve him, they persisted in their dosgre, and obtained a monarchical 
government. 

The evils which Samuel predicted followed this departure from the theocratic 
government. From this time the prophecies of the coming of Christ, are to a great 
extent, characterized by presenting Him as their King, aud by the promise 
of a restoration of the people, and that the kingdoms of the world should become 
His kingdom. When He came, He declared that He came not to destroy, but to 
fulfil the law. He required to be baptized, He took part in the service of the 
Synagogues. Tho cures which He performed, and which He declared depended 
upon the power of God manifested in Him, aud upon the faith of the subject to 
receive the sympathetic influence, are consistent with what we know of the laws 
of mind and tho power of the Spiritual faculties over the bodily conditions. 
After gathering about Him a number of disciples, He called them unto Him. and 
of them chose twelve, and ordaiued them that they should be with Him, aud that 
He might send them forth to preach, aud to have power to heal sicknesses, and to 
cast out devils. These twelve, selected from among all His followers, were His 
household. He taught that His kingdom was not of this world, but was spiritual. 
He forbade them to exercise authority, as the kings of the Gentiles, or to call any 
one master except Christ. Thus our Lord Himself re-inaugurated a free demo- 
cratic theocracy. 

This organization continued until after the resurrection and ascension of Christ. 
He taught them that He should found His Church upon the revelation of the 
Truth in the Heart of man. by God Himself; aud to this end He promised them 
the Holy Ghost, who should guide them, His Church, into all Truth; and He 
declared, when He was about to leave them, that He sent them into the world as 
the Father had sent Him into it ; that it was necessary that He should go away, 
thus removing tho objective and physical presence of the personal manifestation 
oi God, that they might receive the Holy Spirit in their hearts. And in reference 
to the miracles that He had done, Ho said : " He that believeth on Me, the works 
that I do shall he do also ; and greater works than these shall he do : beOMM 
I go uuto My Father." 



APPENDIX. it 

He left the Apostles to wait for the Holy Spirit. After His resurrection, and 
before He ascended into Heaven, He appeared repeatedly to the eleven when they 
were by themselves, and He breathed upon them that they might receive the Holy 
Ghost, and gave them power to remit sins, and finally commissioned them to 
" teach all nations and preach the Gospel to every creature, buptizing them in the 
name of the Father, and of the Son, and of the Holy Ghost, teaching them to 
observe all things whatsoever I have commanded you. * * * and these signs shall 
follow them that believe ; in my name shall they cast out devils ; they shall speak 
with new tongues ; they shall take up serpents ; and if they drink any ^deadly 
thing it shall not hurt them ; they shall lay hands on the sick, and they shall re- 
cover; and lo, I am with you ahvay, even unto the end of the world." 

But the Apostles, without authority, and without waiting for the gift of the 
Holy Spirit, resorted to lot to choose one to supply the place left vacant by Judas. 
They should have waited for the direction of the Holy Spirit, who Christ promised 
should come ; and by His power overshadowing them, as it afterward did, they 
would have been guided ; but Peter, who was their chief, acted prematurely, being 
anxious no doubt to keep the number of the household of the Apostolic body full, 
through which Christ individually promised they should have greater power than 
He personally exerted when upon earth. Instead of thus resorting to chance, they 
ought, through Godliness and the other Spiritual faculties, and the special func- 
tion of Spiritual Jnsight, guided by the Holy Spirit, to have discerned and tried the 
spirits of men whether they were of God. 

Since that time, the organization, in the order in which Christ established it aud 
left it, and directed its continuance through the predominance of the Spiritual 
gifts, has not been maintained ; and hence the powers which Ho promised that the 
Apostlos as a household, and those which should believe through them, should 
possess, have ceased. The cessation of these gifts which aro the fruits of tho 
Spiritual power in their true order, is the objective proof that there has been a 
departure from that order, according to the test which Christ proclaimed — " by 
their fruits ye shall know them. 1 ' 

We see, in the present state of society, that the Church, instead of manifesting 
the essential characteristic of religion, that is a binding together, a tie of men to 
each other as well as to God ; and instead of possessing the powers of the 
Bpirit of unity, which He declared it should have, manifests separations and hostilities 
in the body of Christ, believers being divided into unsympathetic and rival orders, 
not having unity in the same spirit. Moreover in no one of them is there the organ- 
ization or the spirit which Christ established and gave to His Church, and said 
His household should possess, as the characteristic of the body. He established a 
household of twelve, having all things in common, and ordained that the chiefest 
should be servant of all. The existing churches are organized without reference 
to these conditions of numbers, subsistence, and spiritual precedence. Those 
churches which dispute with each other the claim to have, by Apostolic suc- 
cession, the right to teach, although practising ceremonial symbols of humility 
and mutual service, are actually organized ou principles of lordship, authority, and 
preferment in temporal things. And those who disclaim the idea of any 
legitimate and orderly succession of the authority to teach, eeem to maintaiu, 
to a greater or less degree, methods of organization which, in the same way, make 
the chiefest among them such as exercise authority over them, as Christ said Hie 
disciples should not. 

B 



i. AIT-END IX. 

If, therefore, ii be asked, what is the proper organization of the Church, and 
how shall it be eBt&bliBhed, the answer which we draw from the organic nature 
of the mind and the teaching of the Scripture is, that in order to possess the 
powers whioh Christ authorized His Church to exercise, His disciples should be 
united in households of twelve, in the internal subjective unity of the spirit; aud 
that, thus united, they should receive the external objective authority to teach, 
which should properly be derived through the most legitimate order of succession 
from the Apostles whom tie commissioned. 

T,0 constitute the apostolic order as Christ ordained it, there must be — 1. In the 
individual, the predominance of the Spiritual group of faculties, awakened by the 
Holy Ghost ; 2. The organization of such individuals, chosen out from amougmen, 
to constitute the initiatory order ot the true, practical, efficient, household of faith. 
[Organic predominance of the Spiritual faculties scientifically directs to this 
Choice.) :>. The authority to teach, derived by such an household, by the most 
legitimate succession through some one of the Orthodox Catholic Churches. This 
authority is not an incidental matter o( propriety, but is the condition upon which 
the fulness of God's power is promised. 

Where, then, shall this authority be found ' We must go back to the source of 
our title, if we would gain the authority and possess the power. This is an his- 
torical question. Which existing. organization has, as an external objective fact, 
the clear antecedent ' If ii be the Greek C lunch, we must seek the authority 
there : if the Romish Church, we must seek it there; if the Church of Eugland 
audits succession in the United States, we must seek it there; if any other 
order we must seek it among them. But wherever the clear chain of succession 
is. from thence the ordination of a household of twelve must be sought: and 
when the objective law is thus complied with, the manifestations of the spirit will 
be with power, as Christ declared they should be. His disciples will do greater 
works even than lie did, and the promises ot Scripture as to the evangelization of 
the world will rapidly progress towards their fulfilment. 

However numerous these households might be. all their members would, neces- 
sarily, be of one mind, by the direction of the Holy Ghost, but with those diver- 
sities of gifts which arise from different mental organizations. It is on this indi- 
vidual diversity that depend the necessity aud the beneficence of the peculiar 
unified organization which Christ founded. Iu such an organization the peculiar 
combination of faculties in the Spiritual group which might characterize each 
individual member would prove a special, spiritual gift, abounding in him for the 
edification, or strengthening of all the other members of the organization. The 
individual idiosyncrasies, too, which result from peculiar aud special development 
,n the Intellectual Group or the Social Propensities and from peculiar temperamental 
conditions, would be harmouized. As society is now auimated. the men who are 
deficient iu the restraining faculties, are as a necessary cousequence more or less 
dependent on the guidance and control of the selfish purposes of others, who 
are stronger iu this respect. In the true order, those who now seem uever to 
find their place, would come at once into perfect relations. Each member would 
sutler aud would rejoice iu the experience of his fellows ; and the whole house- 
hold would be. as the Apostle described it. oue body of which Christ is the Head. 

CONVERSION 
From what has been said above, it is appareut. jirst : — That the divinely 
..led character and life of man are attained in the individual, when he 



APPENDIX . | 

possesses, undor suitable temperamental characteristics, the orderly development 
of the faculties of the brain, in their three classes or groups, among which, the 
Spiritual Group, — which is composed of the seven-fold spiritual gifts of Godliness, 
Brotherly-Kiuduess, Steadfastnoss, Righteousness, Hopefulness, Spiritual Insight, 
and Aptitude, under the influenco of the Holy Spirit, must have, predominance 
over the Propensities, Social and Animal, and over the Intellect ; and, strand: — 
That in social organization, the powor and fulness of this life are to bo attained, 
when individuals possessing this disposition are united, in Brotherly love, in the 
organization which Christ formed, and which is the condition upon which Ho 
promised the spiritual gifts to men. In this order of mental disposition, and to the 
extent of this social organization, mon will bo one with G od , and one with each ot licr. 

We find, however, that in the actual state of man at large the predominance of 
"the Propensities is the characteristic of his organization and life. This is shown, 
in History, in the life of Nations, in the present phenomena of Social and 
national life, in the objective, demonstrable facts of his physical organization, and 
in the inward and subjective consciousness of the individual, when that is regu- 
lated by Godliness, together with StoadfaBtnoss and Righteousness, the Meditative 
Faculties of the Spiritual Group. 

A scientific analysis of mental operations, according to the objective, physical 
facts we have been considering, shows, that, in the state in which mon naturally 
are, the Propensities rule them, and the Intellect serves the Propensities ; and 
that the Moral or Spiritual Faculties are, as observers of the mind have described 
them, blind sentiments, unable to control. Instead of being ruled by Godliness, 
Brotherly-Kindness, Steadfastness, Righteousness, Hopefulness, Spiritual Insight, 
and Aptitude, and fulfilling the Divine law with all the strength in physical life 
that the due development of the Propensities gives, men are ruled by Alimuntive- 
uess, Amativeness, Destructiveness, Philoprogenitiveness, Inhabitiveness, Adhe- 
siveness, Combativeness, Self-Esteem, Secretivenees, Approbativeness, Cautious- 
ness and the Desire to live, with only such incidental modifying influence as the 
blind moral sentiments of Reverence, Benevolence, Firmness, Conscientiousness, 
Hope, Marvelousuess, and Imitation may give. 

This Btate of facts corresponds, as we have seen, to the delineation which the 
Scripture presents of man's nature. Revelation teaches us that man was created 
in the image of God, and at first existed in harmony with Him, enjoying the Divine 
presence; but that in the exercise of choice between good and evil, his Propensi- 
ties, which are directly influenced by the external world, took the lead in the 
mind, subverting the predominance of the Spiritual Faculties, and thereby reject- 
ing the influence of God, the Holy Spirit, who moves the soul to consciousness in 
those faculties. Thus was given to the whole mind and life, that gross, earthly, 
sensual, Bolfish character which is manifested by the predominance of activity in 
the Propensities. 

Hence the race, instead of being able to lire in peace and good will, under 
Spiritual guidance, have to be held in check as well as may bo, by the Propensities 
of each other, regulated, to a greater or less degree in different communities, by 
those social laws which are but the expression of the Propensities of the com- 
munity. Hitherto, these laws are only in part, and indirectly, infused with the 
spirit of Christianity, by God's good will. 

The physical facts of man's organization indicate the connection between this 
perversion of nature, in which the Propensities are predominant, and the Death 
which is come upon the world. 



xii APPENDIX. 

Mou in this natural state are characterized by selfishness and the passions. This 
selfish and passional nature is not always gross or offensive to men themselves. 
On the contrary, the Social Propensities manifest many qualities which tend to 
true happiness ; and this is the function and effect of all of them, when they have 
their duo relative order and proper direction. But when they are predominant, 
the man is under the immediate and controlling influence of things about him. 
Earthly desires, the sensuous knowledge sought to be procured through the In- 
tellect when it is ruled by the Propensities, the evil influences which 
work in and with the Propensities, — these lead the Soul. This is " the carnal 
heart." This mental disposition, whatever may be its amenities and social graces 
" is enmity against God." The full and characteristic manifestation of the Intel- 
lect, when it is thus made the servant of the Propensities, is what the Apostle 
characterized as the wisdom which is earthly, sensual, [or natural] devilish." 
When the Spiritual Faculties become predominant, the heart is changed, for 
through them is given by the Holy Spirit, " the wisdom that is from above," which 
is " first pure, then peaceable, gentle, and easy to be entreated, full of mercy and 
good fruits, without partiality, and without hypocrisy." 

To the phrenologic observer who understands the true nature of the Spiritual 
Faculties, this general, corrupt, depraved state of proclivity to evil is just as ap- 
parent to the eye, in the general predominance among men of the organs of the 
Propensities and the Sensuous faculties of the Intellect, and in the pantomimio 
and physiognomic indications of activity in the base of the brain, as the results of 
this proclivity in men's conduct are apparent to the moral sense. 

As with the race, so with individuals, we are unable to rescue ourselves by any- 
thing which is in and of ourselves from this fallen state. We find no faculty or 
group of faculties in man, which, by their natural force, have the power to restore 
the true order of the mind. Therefore the need of the manifestation of the ful- 
ness of God by the Lord Jesus Christ, and the regeneration and -renewing of the 
heart by the Holy Ghost. 

The religious history of man shows that, down to the time of Christ, the com- 
paratively few men who have received and yielded to the Spirit of God, have been 
ill-treated on that account, by their fellow creatures ; and, especially, have those, 
through whom He has spoken to men, to recall them to Himself, been made suf- 
ferers and martyrs. The national history of the Jews presents this fact. 

The only promise of relief that the world has Geen is that which Christianity 
has brought ; and under Christianity, although it is so imperfectly received, men 
have commenced a real progress towards permanent amelioration. 

Christ came to manifest God to man, presenting in the perfect order, in human 
form, the Truth of God. And although it is not for us to assert any limits to 
God's grace, we know no other name under Heaven, given among men, whereby 
we may be saved. When men believe in the Lord Jesus Christ, who is God 
manifest in the flesh, they receive the Holy Spirit, who proceedeth from the 
Father and the Son. 

In His conversation with Nicodemus, Christ described this change from the 
fleshly character given by the predominance of the Propensities, consequent upon 
the fall, to the spiritual character given by their due subordination to the Spiritual 
Faculties, under the influence of the Holy Ghost, as being born again: saying: — 
" Except a mau be born of water aud of the Spirit, he cannot enter into the King 
dom of God. That which is born of the flesh is flesh, and that which is boru of 
the Spirit is spirit. Marvel not that I said unto thee, Ye mu*t be boru again." 






APPENDIX. xiii 

We are taught that our Heavenly Father is more ready to give the Holy Spirit 
to them that ask Him, than earthly parents are to provide for their children 

All that we are able to do is to negative ourselves, and present ourselves in a 
child-like humility as a living sacrifice, to God the Father Almighty, Maker of 
Heaven and earth God's Spirit, the Holy Ghost, the Comforter, God [he Son, the 
forerunner of the kingdom. 

This humility is, as we have seen, the natural manifestation of the faculty of 
Reverence or Godliness ; and in order that it may characterize the mind, the de- 
mands of the Propensities must bo checked or held under self-control. 

This may be done by the will of the individual ; and hence God commands all 
men every where to repent. Herein lies the freedom of the Will. And there 
sponsibi ity and the duty is put upon every man, in this special act, to choose bv 
the resolution of the Will, between serving God and serving the devil The men 
tal processes which are involved in this change are as various as human organic 
turns are varioui. Conscience, Fear, Love, Marvelousness, Gratitude Hope 
Reason, or even the Propensities when brought into great distress by unsatisfied 
desire, may call this faculty of Godliness into exercise, so that the man may cen 
tralize his will in humility, in place of pride and selfishness. 

Those faculties which are most nearly contiguous to Godliness, will naturally be 
the ones to produce this effect ; but when the Propensities are very strong it i, 
often the case that nothing but their own distress will lead the mind to this result 
It the man is in immediate fear of the approach of death, and the Intellect can 
see no way of escape, the Desire of life, no longer able to be served by appealing 
to the Intellect, may appeal to the Spiritual Faculties. In the same way the 
suffering of other faculties in the Propensities, may bring the mind to state of 
willing itself to be humble, and thus prepare it to receive the Holy Spirit. 

Bodily illness and pain, grief in what may be called the cluster of the household 
faculties, Philoprogenitiveness, Inhabitiveness, and Adhesiveness, caused by the 
loss of home, of the wife or husband, of children, and friends, the deprivations of 
the faculty of Alimentiveness by the want of food, and inability to obtain employ- 
ment so as to procure food, may and should result in turning the mind to Spiritual 
life. It is thus that when the whole mental life has been centralized and en- 
grossed in these lower parts of the brain, that the suffering incidental to their dis- 
appointment and deprivation is often the necessary condition of the awakening of 
the higher faculties. 

In general, the faculties more remote in location from the Spiritual Group are 
less able to influence them than others. But whatever be the special process 
by which the result is attained, the result itself is essentially one and the same in 
kind ; the submission of the whole heart to God, and the surrender of every one 
of the faculties in all the groups to His service, to love God with the whole heart, 
mind, soul, and strength. 

It is very commonly the case, where the submission to the Holy Spirit is not 
complete, that the self-asserting power of the Propensities, or the too great pre- 
dominance of the Intellect, prevents the full realization of this mental result. In 
this case the man finds within him opposing laws,— the purposes of his Spiritual 
Nature not having efficient control to guide the activity of the Propensities ; and 
the Intellect analyzing this condition discloses to the inward consciousness the 
fact that the things which he would not, he does, and the things which he would, 
he does not. 



aiv APPENDIX. 

This incomplete or imperfect change will be found to be more marked where 
the mental prooesa involved in the change was characterized by the movement of 
the Propensities. If the person is brought to humility by over-wrought denuncia- 
tions of his moral character, thus reaching the mind through Approbativeness and 
Self-Estoem ; or if it is by fear only, presented by the approach of death or by 
physical images of future torment, thus reaching the mind through Cautiousness, 
Seoretivenesa ami the Desire to live ; or if it is chiefly by the social influence and 
Bolioitation of Christian friends, thus reaching the mind through Adhesiveness and 
Approbativeness ; or in other similar ways ; there is danger that the temporary 
exercise of the Spiritual Faculties under these appeals may be accepted, in the 
consciousness, as their actual awakening by the Holy Spirit and the consummation 
of the Bubjugation of the Propensities. 

By whatever mental process we are brought to this state, we muet, in order to 
give it the true and full efficacy, examine ourselves in the light of God's Spirit in 
us ; for if the mind is truly and consciously in this humble state, He is revealed to 
the mind in the Faculty of Godliness, and Conscience bears witness of the fact to 
the 60ul. This it is lo know God. Being thus revealed to us, both in ourselves 
and in the manifestation of Him in Jesus Christ as presented in the Holy Scrip- 
tures, He gives us a just consciousness of what we are in His sight. Hence comes 
that realizing sense of sinfulness and spiritual want which the heart feels when 
influenced by Godliness. This Consciousness is the inward manifestation of the 
change of heart. 

"Whatever other faculties may be exercised in this change, the mind can receive 
the Holy Spirit, only through the Spiritual Group, — Godliness leading the mind, 
and with it Brotherly-Kindness, giving love for mankind, and Steadfastness holding 
the mind in this state, Righteousness bearing witness to the Truth, and Hope 
giving aspiring anticipations for the soul's welfare, with the conscious indwelling 
Spiritual Iusight of what is within, and Aptitude, by the Holy Ghost, subduing 
the whole man in harmony with God's Spirit, both iu thought, will and deed. Thus 
Christ described it saying, " Whosoever shall not receive the kingdom of God as a 
little child, he shall not enter therein." 

The language of Scripture, and the Keligious history of ina'u, will be found to 
correspond to and be explained by these physical objective facts of mau's or- 
ganization. 

The Church is, as we have seen, the appropriate aud appointed organism for the 
manifestation of the Holy Spirit in His fulness, and it is to be through the Church, 
when restored to the order in which Christ established it, that mankind, who now 
for the most part reject Him, will be constrained to receive the Holy Spirit. 



THE STANDARD OF TRUTH. 

From the nature of the Spiritual Faculties it will be seen that their right ex- 
ercise is a matter of the utmost importauce to man. This is the " one thing ueed- 
ful." 

The great practical questiou is. " What is Truth?" 

The discordance which exists among men in this respect is due to the causes 
that lie in the iuherited predisposition to activity in the Propensities, which is 
the origin of the sinful disposition of man. and the natural blindness of the Spiritual 
faculties, causing the failure of man to receive the real staudard of Truth. Men 
by nature live iu the Propensities, and these seek always their own gratification. 



APPENDIX. 

rv 

the Truth »„d b. redeemed The Seripturo. .tjl .h ^ ' ? '" ,y kn0 " 

which Chri,. .„ conceived. The power 5 nliftld '„'? ,1 '""'" "' 

olared to be b y the N-^^^TSS^Ef 1 " "" ""^ " e - 

.nt^e order which Christ established. This order was lost when the l P l £?'£ 
by Peter, resorted to lot to choose one to be of their number, instead of elyin, 
upon the wisdom and insight to be given bv the Holv rtW a*u / ,* 
^.ed upon the Church £ this act iu'pro^ G^f.^ Hoi S^ 
- present with man ready to guide him into all Truth. But even Christian me 
being deceived from the want of the order above described, and thu eTng left 
to their own opinion, err so far, as to assert other guides and standards 

Ecclesiastical authority, which some assert to be the true standard of opinion i. 
d.vded against itself; and there needs a standard to ascertain which pow r if 
any, is genuine and which specious. P ' 

The doctrine of the Right of private judgment affords no standard of Truth It is 
only in an indirect sense that there is such a right. There i, no right to' hold 
error ; but only a right not to be molested by others for holding error It needs 

^Zi™ ^ ^^ t0re8CUe maD fr ° m ^ fa,,aCi68aQd "»"«**» * 

The Scriptures which are often asserted to be the perfect standard of Truth do 

not ascribe this character to themselves, but to the Holy Ghost. The Scriptures' are 

a record ; and although made by men of like passions with ourselves, they weTwrT 

nrnfiL, f 7 ™1 ^ " PBke " ^ "^ m ° Ved b ? the H< ^ Gho8t ." ™* they are 
profitable for instruction, for reproof, and for doctrine, and we are to search Lm 

if we would have eternal life, for they are they which testify of Jesus Christ 
Phis record presents the history of the influence of the Holy Spirit upon men ia 
times past and it is given to us that we may be led to receive the influence of the 
same Spirit. A record of the past cannot in itsnature be adequate in all its con- 
ditions as a guide for the present and future. It cannot be everywhere and at all 

Z a C n C d e :in la ^ g ° SPd8 ™ *" ""» <">" — *r many hundred 
years and still are, in many countries; and Protestantism has not yet wholly suc- 
ceeded in rescuing the Bible for men. Nor is a record intelligible to every mind • 
and the interpretations put upon it among men, unless there be some other stand- 
aru, will uitlur. 

Almighty God the Father, and Jesus Christ His only Son, and the Holy Spirit 
proceeding from the Father and the Son, are the conditions oi the Truth. II nee 
the Scripture and Christ Himself teach us to regard the Holy Spirit, as the im- 
mediate interpreter and standard of the Truth in the Spiritual Fa culti s properly 



xvi a r p E n nix. 

organized to receive Him. Christ promised to his disciples the gift of the Com- 
forter" that He may abide with you forever,(even the Spirit of Truth); whom 
the world cannot receive, because it seeth Him not, neither knoweth Him ; but 
ve know Him; For He dwelleth with you and Bhall be in you." * * •' He shall 
teach yon all things. Ho is " the Spirit of Truth which proceedeth from the 
Father." " He will reprove the world of sin, and of righteousness and of judg- 
ment." " When He, the Spirit of Truth, is come, He will guide you into all 
Truth." 

And again, the Scriptures say of those who live in God as His children, " Ye 
have an unction from the Holy One, and ye know all things," "The anointing 
which ye have received of Him abideth in you, and ye need not that any man teach 
you : but as the same anointing teacheth you of all things, and is Truth, and is no 
lie. and even as it hath taught you, ye shall abide in Him." 

Aud again — " Now therefore ye are no more strangers and foreigners, but fellow- 
citizens with the saints and of the household of God. And are built upon the 
foundation of the apostles and prophets, Jesus Christ Himself being the chief 
corner-stone ; in Whom all the building fitly iramed together groweth unto an 
holy temple in the Lord ; in Whom ye also are building together for an habita- 
tion of God through the Spirit." 

Christ, when upon earth, was the only living standard of Truth that the world 
has ever known. The Holy Scriptures are tho only outward or objective standard; 
and they maintain their place and authority through the ages, illustrating that 
those things are most permanent which are the most immediate work of God. 

The real subjective standard is the Holy Spirit manifested in man. The Spir- 
itual Faculties, existing in their true order of development, and awakened by tbe 
Holy Spirit, receive and manifest tho Truth to the whole mind. They acknowledge 
Grod, as all in all, and give Humility to man. They manifest Love to man giving 
Peace on earth. They maintain Faithfulness, Uprightness, and Purity of life. 
They alone give the Hope which maketh not ashamed. They give Judgment, 
(that which arises from the Meditative Faculties) that wisdom which God promi- 
ses to those who have Faith in Him and ask Him, aud whicli is superior to tbe 
highest analytic power of the Intellect. They subordinate the Desires of the 
flesh, holding them in check, and directing them in rightful and healthful activity ; 
and they illumine Knowledge, bringing every Intellectual Faculty into harmony 
with the Truth. 

When men perceive the facts of mental organization, they will understand the 
ground and the causes of differences of opinion; and when they accept the Holy 
Spirit as the Spirit of Truth proceeding from the Father and the Son, aud the 
standard for them, they will subordinate themselves to Him and so will unite in 
the Truth as He manifests it. 



INDEX 



A. 

Anatomy, classification by facts of 

Amativeness 

Associated Apparatus 

Aptitude, "•!-.."!....."].. 54 

Animal Magnetism, " 

Adhesiveness, how to control 

Approbativeness ? 

Action of Brain, Stomach, Liver and Lungs should be hiimonVous". "".".". \ '.'. 'm 

B. 

Boyishness of character, 

Benevolence or Brotherly-Kindness " * 

Boys, how to treat 

' ' *• 133 

" dangers of reciprocal affection of 

" and Girls, difference in Propensities of 1 36 

C. 

Classification, 

' ^ 

" advantages of 

" by Temperaments ' * 

" of Dr. Spurzheim defective 16"* 

Children, female teachers preferable for 

" reciprocal influence of 

" of different temperaments to be associated o 

" importance of first impressions on oc 

" securing affections of 70 

" temperamental peculiarities of r 5 

how to secure ascendancy over * 69 

directions for management of og 

C 



xyiii 



INDEX 



h treatment of, modified by Temperaments, 72 

74 

mental life of 124 

" order of development of Faculties of 125 

Combined action of the senses i0 

. 20 

Consciousness 

Complexion, influence of Temperaments upon 57 

Child aud Teachor contrasted 

Cerebral form, general principles of 81-82 

Conscientiousness or Righteousness y4 

Combo's Mr George translation, *' 

Cautiousness, how to control 129-131 

Combativeness XKJV 

Cluster, Intuitive and Meditative 101 

Clusters, relative influence of different 143 

Cluster, Conceptive how to educate the 145 

«« " mode of reasoning of I 47 

Clusters, proper development and culture of 145 

" relations of - 14t> 

Causality, faculty of 141 

Comparison, faculty of 14 

Civilization, definition of 126 

Characteristics of Propensities and Intellect 87 



D. 

Dalton, Dr. description of Nervous System by 19 

Draper, " " of Nerve cells and Fibres by 21 

" » " Ganglia aud their relations by 23 

Discipline, sympathy in - M 

" persuasive means of 

" and instruction be-7b 

71 

on 
Destructiveness 

how to control 130 

103 
Development, law of 

Diagrams, descriptions of 

«« •• " Profile view ^° 

« " " Front " 119 



E. 

Off 

Executive force, cultivation of 

,, .. 90 

Lxecutiveuess 

Education, order of dealing with the Faculties in 3* 

" present system of, defective 

" defects of special systems of 

Eventuality, location of 



INI) E X 



Female Teachers preferable for young children and why . . . ? 

Functions of Cerebral Ganglia ' 2 " 

Faculties, distinctions between the groups of o 2 

names given by Dr. Spurzheim 33 

" examination of individual " J, 

" characteristic action of " „* 

" Association of i(\r' im 

practical method of demonstrating the m 

" boundaries of groups of, not fixed i-. fl 

" activity of, indicates influence joi 

Order of, presented by popular education J3g 

" Conceptive ,. ft 

Constructive 1 .„ 

" Combinative ,. n 

14j 

how to instruct the J44 

148 

" Classification of, by Dr. Spurzheim jg 2 

" Names and influence of Intuitive 167 

Faith - -.-".-....".!... 86 

" Definition of ,-q 

Form, faculty of jog 



G. 

Growth, laws of 

" regulation of temperamental o« 

Gall, Dr. mental processes of 07 

:< Nomenclature of , _ gg 

Groups and Clusters of Faculties go, 

" relative predominance of, to be regarded 109 

" as presented by head of Washington U5 

" Cultivation and development of 145 

Godliness, »..». DO- 91 

General principles established by Holy Scriptures, . .... .161 

Girls, management of jeo 

" What Faculties are characteristic of { ., .131 

H. 

Hemispheres unfolded, description of , ....... — ; 28 

" organic form of, " ..-.•..«....... s .., a . 

Hope !»r, 

Humility, ........... s 

J50 



INDEX 



Interrogatories, Physiological and Phrenological l.V 

14 

importance of foregoing 15 

Influence of organization in Spiritual Gifts, 96 

Intercommunications of Faculties 31 

Indications of Mental Character in Side View, 63 

Front " 64 

Imitation 99 

Individuality, 138 

Intellect, afloat of overtasking the 149 

intellectual Group and the Lawyer ?4 



Language. Phreuologieally considered B6 

Lymphatic Temperament in Woman, 53 

Language, location oi faculty of 139 

definition of 85 

Lawyer and Intellectual group S4 

Love S6 



M. 



Maternal sympathy C 

Mental Sensibilities, treatment of 10 

Meekness 

Motives by which children may be controlled 36 

Muscular and Osseous Systems, 54 

Mental Capacity depends upon the brain, 59 

M:\rvclousuess 97 

Mediums 106 

Mental action modified by bodily conditions, 124 

Meditative Cluster 101 

Miud, laws oi : 148 



N 



Necessity of Spiritual Faculties to Teachers work 41 

Nomenclature of Faculties, by Dr. Spurzheim, IT 

the author. 1" 

importance of correct 1C4 



I N |)E X 



O. 

Organs, relations of Faculties to 



39 

• Significance of different developments of loy 

CA 

110 

128 



P. 



diversity in position of. 

Specific location of 

in excess, treatment of. 



Persistency, 
Placidity, .. 



6 



Peculiarities of character arising from Temperaments 7 

" Physical, of the organs, ~* 

Principles affecting education ' 4 o 

Physiology, ".".."....].. 42 

Phrenology, objections to " „, 

" errors and defects of 2 P 

deficiencies of, in respect to temperament, 67 

" first established by Conceptive reasoning, 47 

" Gall and Spurzheim,, founders of jg5 

Phrenologic organs variable in size and position, CO 

" observation of character, jjq 

Propensities, Inheritable 127 

" and Politician, oc 

various developments of 114 

activities of, to be regarded, ] jg 

" how to govern 232 

importance of controlling the 149 

Natural manifestations of 157 

when ruled by Intellect, 153 

should be Spiritually controlled, jgO 

Pantomimic expression, J23 

Punishments, discrimination in -.„... 134 

general observations on 150-1 f*2 

Parents, duties of y^ 

Parentage influence of, on Intellect and Propensities, 127 

Perceptive Faculties, names of ]43 

importance of 138 

149 

" are first educated 138 

140 

how to train.. 137 

mode of reasoning of 147 



sxii INDEX 



R 

Restraining Faculties i 31 

105 

Religion 43 

" popular, morel}' intellectual ]65 

Religious instructions, popular errors of 154 

" " value of 155 

" " why irksome 40 

Reflection defined 88 

Reverence 91-102 

Righteousness 94 

Reasoning, three-fold basis of 146 

S 

Sluggishness, cause of 6 

Sensibility, law of 9 

Science of miud not purely physical 18 

Sensation, definition of fDalton) 20 

Spiritual Faculties, mode of nomenclature of 17 

". " importance of, to teachers 41 

» " their functions 87-88 

" " clusters of 101 

thelawof 103 

" " names of the 90 

" " composite action of the 102 

" " perversions of ,- 104 

" " manifestations of 158 

" " tests of predominance of 160 

" " true nature and influence of 164-166 

Spiritual Insight and Aptitude of teacher 98-99 

" existence, evidences of 22 

" Light, conditions of 25 

" Life 39 

" power relation of, to temperaments 48 

truths 24-25 

" discernment 62 

Sympathetic action and sensibility of mothers, 40 

Social Science - - 43 

Size and shape of body, affected by temperament, 57 

Spirituallnsight - - 97 

Sectarianism - 104 

Spiritualism 104 

Spurzheim's Dr., classification of Faculties, 28 

" " description of intercommunication of organs 31 

•* " mode of nomenclature of, 



INDEX. xxii 



Steadfastness, Faculty of. . . 

Size indicates capacity, 

" location of Faculty of, 
Secretiveness, influence of.. 

" how to control... 

Self-Esteem " 

Self-abasement 

Spiritual life 

" Group 

Soul the, is undefined 



93 

120 

139 

129 

131 

131 

1G1 

I. r >6 

87 

Spiritual group and Theologian b4 



Temperaments, general description of . f 5„9 

" Primary and combined 47 

Nervous with Lithograph _ 48--50 

Sanguine " '» c. 

Lymphatic " " go 

Bilious " *' ro 

" Combined ,-7 

Bilious-Lyinphatic 5g 

Nervous " eg 

" Bilious 73 

So-called " Vital" 55 

Diversities of go 

present organization only gg 

and mental character in adults 80 

Teacher, description of 7g._ 7g 

temperament of 66 

directions for 69-71 

* 128 

130-133 

duties of joe 



tionsfor 142-143 

importance of spiritual truths to 15g 

self-adaptation important to g9 

gifts of, may be acqnired 77 

Temperaments, development of . T 72 

modifying influence of 122-3 

relations of spiritual power to 48 

subordinate relations of 54 

juvenile phases of. , 55 

Temperamental observation, importance of g6 

Temperaments, description of illustrations of 45 

Theologian and Spiritual group 84 

V. 
Volition 20 



jxiv INDEX. 

Veneration or Godliness ;>1 

Vivacity mental, causes of 6 

\Y. 

Washington) Characteristics of Bust of 17 

character of, mental and temperamental 65-66 

mental characteristics of 115 

119 

" countenance of 60 

\Y Wider 97 

\Y«i4*ht, location of 139 



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